PROSPECT HIGH SCHOOL SELF-STUDY REPORT

Prospect High School WASC/CDE Self-Study Report

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PROSPECT HIGH SCHOOL

SELF-STUDY REPORT

2060 Second Street

Oroville, CA 95965

Oroville Union High School District

March 23-25, 2015

WASC/CDE Focus on Learning Accreditation Manual, 2014 Edition


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Prospect Faculty

Administration

Jeff Ochs Prospect Co-Principal Focus Group A

Dennis Spasbo Prospect Co-Principal Focus Group A

Teachers

Molly Phalen English Focus Group B

Julie Quarterman Special Education Focus Group B

Bertha Campanero Math Focus Group B

Michael Smith Social Studies Focus Group C

Scott Martin Social Studies Focus Group C

Librado Lascano Music/Foods Focus Group C

Brian Guthrie English Focus Group D

Brad Lund PE/Careers/Credit Recovery Focus Group D

Andrew Lerner Science Focus Group D

Support Staff

Autumn McIntosh School Counselor Focus Group E, WASC Chair

Susan Ramos Clerical Technician

Anne Michels School Psychologist

Maia Illa School Social Worker

Tarrah Egan Victor Support Services Counselor

Larry Fallen Universal Support Staff

Sandy Dysart Para-Educator

Stormy Nylander Cafeteria Manager

Lee Gilbert Custodian


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Table of Contents Preface .......................................................................................................................................................................................... 4

Chapter I: Student/Community Profile and Supporting Data and Findings .................................................. 4

Chapter II: Progress Report ............................................................................................................................................. 25

Report on Schoolwide Action Plan Progress .................................................................................................... 25

Chapter III: Student/Community Profile: ....................................................................................................................... 32

Chapter IV: Self-Study Findings ....................................................................................................................................... 36

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and

Resources 36

Category B: Standards-based Student Learning: Curriculum .............................................................. 56

Category C: Standards-based Student Learning: Instruction .................................................................. 70

Category D: Standards-based Student Learning: Assessment and Accountability ......................... 81

Category E: School Culture and Support for Student Personal and Academic Growth ................. 97

Chapter V: School-wide Action Plan .......................................................................................................................... 117

Area for Improvement: Academic Intervention ........................................................................................... 117

Area for Improvement: Student attendance and school engagement ................................................ 119

Area for Improvement: Re-identify as a school of choice ........................................................................ 121

Appendices: ........................................................................................................................................................................... 123


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Preface

Prospect High assigned a chair for the WASC Self Study process in January of the 2013-2014

school year. The WASC chair and Alternative Education Director attended a WASC training

in March 2014. Prospect staff collaborated with the WASC chair to collect and compile data

necessary to complete chapters 1-3 from January 2014 through June 2014. Staff collaboration

for chapters 1-3 was sought during the regularly scheduled weekly all staff meetings by

adding WASC as an agenda item on every weekly staff meeting agenda. Due to the small

size of Prospect High, the goal was to include all staff members in the WASC process. Due to

a large turnover in staff at the start of the 2014-2015 school year (4 new teachers were hired,

out of 9, as well as the addition of a Co-Director of Alternative Education), the WASC chair

re-presented and re-distributed chapters 1-3 in September 2014 in order to effectively

collaborate with all new staff. In September 2014-2015, weekly WASC meetings (separate

from weekly staff meetings) were initiated with the goal of integrating new staff into the

WASC process and allowing staff the time needed to adequately collaborate on Chapters 4

and 5.. Weekly WASC meetings have continued throughout the 2014-2015 school year.

During these weekly 30 minute meetings, staff members were regrouped into Focus Groups

A-E and given work time to collaborate and complete Chapters 4 (A-E). During Fall 2014,

administration also allocated funding for the substitutes needed to implement WASC release

days. WASC release days allowed WASC focus groups extended blocks of time to meet

during the school day in order to complete their portion of Chapter 4. WASC release dates

for focus group work were September 24th, September 30th, October 9th, November 6th, and

December 16th. Prospect also used a staff in-service day on Friday December 19th to

collaborate on an Action Plan for Chapter 5. The WASC Leadership Team also had a

preliminary meeting with the visiting team on Monday October 13th.

Chapter I: Student/Community Profile and Supporting Data and Findings

1. Community

Prospect High School is located in Butte County in the city of Oroville. Oroville is a mix of both

an urban and rural community. According to the United States Census Bureau, the city has a

total area of 12.3 square miles, of which, 12.2 square miles of it is land and 0.04 square miles of

it 0.16% is water. Oroville has an urban population of about 14,000 (4,881 households, and

2,948 families) residing in the city and a rural population of approx. 58,000 people. The racial

makeup of the city is 77.23% White, 4.03% Black or African American, 3.93% Native

American, 6.34% Asian, 0.26% Pacific Islander, 2.78% from other races, and 5.42% from two or

more races. 8.25% of the population is Hispanic or Latino. Of the 4,881 households 33.9% had

children under the age of 18 living with them, 36.4% are married couples living together, 18.9%

have a female householder with no husband present, and 39.6% were non-families. 33.2% of all

households are made up of individuals and 14.5% have someone living alone who was 65 years

of age or older. The average household size is 2.50 and the average family size is 3.19. In the

city, the population is spread out with 30.1% under the age of 18, 10.3% from 18 to 24, 25.8%

http://bureau/


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from 25 to 44, 19.2% from 45 to 64, and 14.7% who are 65 years of age or older. The median

age is 33 years. For every 100 females there are 95.8 males. The median income for a household

in the city is $21,911, and the median income for a family is $27,666. Males have a median

income of $28,587 versus $21,916 for females. The per capita income for the city is $12,345.

About 16.2% of families and 23.1% of the population are below the poverty line, including

39.3% of those under age 18 and 8.9% of those ages 65 or over.

The leading agricultural crop in the Oroville area is olives, second in U.S. production. Other

crops are deciduous and citrus fruits, and livestock raising. Oroville is the county seat for Butte

County. Industry includes manufacturing of lumber, ammunition reloading equipment, laser

equipment, and plastic fabrics. Oroville is also home to Lake Oroville, the Forebay and Afterbay

water areas, and the Feather River providing year-round recreation in boating, fishing and water

sports.

One community college, Butte College, and one California State University, Chico State, are

both about twenty minutes from central Oroville. In addition, there is also the Oroville Adult

Career and Technical Center which offers post-secondary certificated training programs.

Prospect High School is part of the Oroville Union High School District (OUHSD). OUHSD is

comprised of two comprehensive high schools (Oroville High and Las Plumas), a continuation

school (Prospect High), and a community day school (CDS). The district serves students from

six feeder elementary districts within a 640 square mile area.

Prospect High School was established in January 1969 and is part of the Prospect Alternative

Center for Education (P.A.C.E.). Included under the P.A.C.E. umbrella is the continuation

program, a daycare center, a teen parenting program, and the Oroville Community Day School.

Prospect High School was chosen by the State of California as a Model School in 1994 and in

2000.

Prospect High School (PHS) currently has nine certificated members including the principal.

Three of the nine certificated members are shared with the adjoining CDS and teach, in an effort

to meet NCLB guidelines, one to five periods at PHS with the rest of their work day spent at

CDS. Five of the nine teachers have been here since the last WASC visit and the principal is in

his thirteenth year. The new teachers include one new English Teacher, a Math Teacher, a

Social Science teacher, and a Science teacher. PHS support programs include the following:

▪ Title I Reading teacher

▪ Teen parenting program including the on-site Early Head Start Center.

▪ One clinician through Victor Community Support Services (individual counseling for Medi-Cal

eligible students).

▪ .2 Social Worker (attendance, homeless students, non Medi-Cal counseling

▪ .6 Academic Counselor (Academic Advising)

▪ .4 School Psychologist (IEPs and individual counseling for non Medi-Cal eligible students)

▪ Butte College Reg-to-Go

PHS hours are from 8:10am to 2:55pm Monday through Friday with six classes running fifty five

minutes each. The majority of PHS students attend the full six period day, but may, with

approval from the principal attend on a shortened 4-period schedule. PHS runs on a 12 week-

three trimester schedule with 6 six-week grading blocks per year. Students are able to change

classes if they finish credits in a subject or need a change based on other factors.


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2. WASC Accreditation History

PHS was granted a three year accreditation in 2003 with a three year revisit scheduled for 2006.

The March 2006 WASC visit resulted in another three year accreditation. In 2009, Prospect was

granted a 6 year accreditation. Prior to 2003, PHS was granted six year accreditations for the

prior two WASC visits.

3. School Purpose

Prospect revised its Vision Statement during the 2014-2015 school year to include the

following: Prospect High School will inspire students to demonstrate respect and responsibility in a physically and emotionally nurturing community, apply critical thinking skills to learning across multiple disciplines, and prepare students to be successful in post high school endeavors. Our school’s philosophy includes the following:

* Every student can learn

* Every student can achieve academically

* Every student can develop a positive self-concept

* Every student is capable of developing a life plan

* Every student is capable of working productively

* Every student can grow in a positive school environment

The expected school wide learning results (ESLRs) that are currently in place focus on effective

communication skills, complex thinking, and responsible citizenship in both inter and intra

relationships. The ESLRs will be revisited during this self-study.

4. Status of School

Prospect is a Title I School with school wide assistance. Prospect High School did not meet its

AYP for 06-07 (due to API) or 07-08 (due to low graduation rate.) Prospect High School did

meet its AYP for the 2008-2009 school year. Prospect met its AYP for 2010-2011, but did not

meet its AYP for 2011-2012 (due to percent proficient in mathematics) or 2012-2013 (due to

percent proficient in Mathematics).

5. Enrollment Data

PHS initial enrollment for the 2012-2013 school year was 124, a 19.5% decrease from 2011-

2012. This decrease in enrollment was due to a reduction in staff. Overall, the school has a

majority enrollment of Caucasian students (49-65%).

Enrollment by Ethnic Group


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2010-2011 Group Enrollment

Number of students 156

Black or African American 8.3%

American Indian or Alaska Native 9.0%

Asian 5.1%

Filipino 0.0%

Hispanic or Latino 10.9%

Native Hawaiian or Pacific Islander 0.6%

White 65.4%

Two or More Races 0.0%

Socioeconomically Disadvantaged 82.1%

English Learners 6.4%

Students with Disabilities 10.9%



Black or African American 8.4%

American Indian or Alaska Native 7.8%

Asian 4.5%

Filipino 0.0%

Hispanic or Latino 16.9%

Native Hawaiian or Pacific Islander 1.3%

White 60.4%

Two or More Races 0.6%

Socioeconomically Disadvantaged 77.3%

English Learners 7.8%


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Students with Disabilities 14.3%



Black or African American 1.6

American Indian or Alaska Native 4.8

Asian 8.1

Filipino 0.0

Hispanic or Latino 25.0

Native Hawaiian or Pacific Islander 0.0

White 49.2

Two or More Races 11.3

Socioeconomically Disadvantaged 87.1

English Learners 14.5

Students with Disabilities 13.7

Enrollment by Grade Level

Prospect’s student population is comprised of mostly 11th and 12th grade students. Students are

typically not referred to Prospect until they become credit deficient, which explains why the

majority of students are Juniors and Seniors.

School Year Grade 12 Grade 11 Grade 10 Grade 9

2010-2011 89 61 4 2

2011-2012 99 45 9 1

2012-2013 76 41 7

Title Special Education Enrollment:

Prospect is a Title I school with school wide assistance. The percentage of Special Education

students per total enrollment is shown below (including transient students). Prospect enrolls up

to 22 Special Education students at a time each school year.

10-11 School Year 11-12 School Year 12-13 School Year

Program School

Population

Enrolled

% Program School

Population

Enrolled

% Program School

Population

Enrolled

%

Title

1/Total

Enrollment

298 Title 1/Total

Enrollment 279 Title 1/Total

Enrollment 214


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Special

Education 24 8 Special

Education 37 13 Special

Education 30 14

*percentages are of total enrollment for each year.

6. Language Proficiency

In 2013-2014 there were 211 English speaking students, 12 English Language learners, 17 RFEP

students..

7. Attendance

Mobility

Prospect High School has a very high turnover rate. Over the last three years the turnover rate

ranged from 77% to 98%; meaning that nearly two times the initial enrollment passes through

PHS throughout the school year, while it maintains an average enrollment of about 135 students.

School Enrollment Turnover Rate

School Year Initial Enrollment Total enrolled for the year % of turnover

10-11 150 298 98.6%

11-12 157 279 77.7%

12-13 110 214 94.5%

Student Transient Population

The following tables give a more detailed description of Prospect’s student turnover rate by

indicating the specific reasons for student disenrollment.

10-11 School Year

Total number of students who exited prior to graduating: 137

Overall Percentage of students who exited PHS= 46%

# of

students

% total student

population

Reasons for leaving PHS

OAE (Oroville Adult Education) 40 13%

Moved out of state 8 3%

Another Ca. school 80 27%

Unknown Dropout 9 3%

Completer (Diploma or COC) 57 19%


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11-12 School Year

Total number of students who exited prior to graduating: 332

Overall Percentage of students who exited PHS: 119%

# of

students

% total student

population


OAE (Oroville Adult Education) 50 18%





12-13 School Year

Total number of students who exited prior to graduating= 119

Overall Percentage of students who exited PHS= 56%

# of

students

% total student

population


OAE Oroville Adult Education 22 10%





Average Daily Rate of Attendance

Prospect’s total attendance rate is the lowest in the district. This can be attributed to the fact that

all the high schools in the district refer their truant and credit deficient students to our site.

Prospect staff work closely with parents, campus officer, and social workers to increase student

attendance. There are also attendance awards/incentives given weekly for perfect attendance and

every 6 weeks to students with excellent attendance.

OROVILLE UNION HIGH SCHOOL DISTRICT

2010-2011 Attendance Percentage Rates

School Month

1 (19) Month

2 (20) Month

3 (18) Month

4 (15) Month

5 (10) Month

6 (18) Month

7 (14) Month

8 (15) Month

9 (19) Month

10

Month

11

YTD


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(20) (13)

PHS 86.58 83.16 79.42 84.49 82.33 84.78 84.35 85.02 80.11 76.06 66.97 82.03

LPHS 95.03 94.08 92.59 93.78 92.91 93.58 91.78 92.40 93.44 90.96 92.68 93.04

OHS 94.95 94.07 92.97 93.09 92.11 93.46 91.68 92.39 93.24 91.95 93.63 93.08


School Month

1 (19) Month

2 (20) Month

3 (18) Month

4 (15) Month

5 (10) Month

6 (18) Month

7 (14) Month

8 (15) Month

9 (19) Month

10

(20)

Month

11

(13)

YTD

PHS 92.53 91.28 89.63 92.47 90.40 90.78 88.83 90.23 86.5 85.49 74.33 89.38

LPHS 95.74 94.38 93.91 93.46 93.24 93.58 93.62 93.74 92.62 93.01 95.31 93.88

OHS 95.82 93.38 92.94 92.75 92.75 93.77 94.25 93.53 94.51 92.97 92.85 93.67


School Month

1 (19) Month

2 (20) Month

3 (18) Month

4 (15) Month

5 (10) Month

6 (18) Month

7 (14) Month

8 (15) Month

9 (19) Month

10

(20)

Month

11

(13)

YTD

PHS 90.83 86.49 86.73 83.77 85.27 86.26 85.42 86.42 88.07 87.47 75.68 86.10

LPHS 96.22 94.37 93.47 93.24 93.72 93.09 92.70 93.96 93.98 92.79 92.08 93.68

OHS 96.12 94.51 92.80 93.16 93.54 93.20 93.13 93.53 93.23 93.73 93.09 93.7

Truancy Rate: Student Attendance Review Board Letters

One of Prospect’s biggest challenges is curbing truancy. The following table indicates the

number of SARB letters mailed out to parent/guardians in an effort to reduce truancy at Prospect.

3 absences or more 5 absences 7 absences Total

2010-2011 203 160 134 497

2011-2012 180 148 123 451

2013-2014 127 99 71 297

8. Suspension and Expulsions

Students are referred to PHS from the comprehensive high schools due to being credit deficient


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and a significant portion of students are credit deficient due to home life and behavioral issues.

As a result, PHS tends to serve an at-risk population exhibiting many discipline issues. The

majority of discipline problems include defiance/disruption, fighting, profanity, smoking, and

being under the influence/possession of marijuana. There has been a decrease in suspensions at

Prospect over the course of the last three school years, in particular from year 11-12 to 12-13.

This decrease is due to the loss of a VP position on site, an overall decrease in student

enrollment, and administration making an increased effort to employ a variety of non-suspension

behavioral interventions such as community service, detentions, and now in-school suspensions.

The data below reflects the suspensions by type for the 10-11, 11-12 and 12-13 school years.

Code Name 2010-

2011

2011-

2012

2012-

2013

1 Fighting/Inflicted or Threatened

Phy

19 15 8

2 Assault/Battery 4 3 3

3 Weapons/Explos 5 0 1

4 Alcohol/Drug 33 15 23

7 Vandalism/Arson 6 1 3

8 Theft/Stealing 9 3 1

9 Smoking/Chewing 15 14 11

10 Profanity/Vulgarity 86 51 44

11 Drug Paraph 3 1 5

12 Defiance/Disruption 219 229 127

24 Elec Device 0 7 0

20 Sexual Harassment 2 0 0

21 Hate Violence 1 0 0

22 Harass/Intimidation 5 1 2

23 Made Terrorist Threats 0 0 3

25 Truant 47 88 2


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26 Lft Class Early 2 3 0

27 Tardies 3 6 0

34 Campus Behavior 16 7 3

36 Class Behavior 8 1 1

37 Bus Referrals 0 1 0

Threat (No Sus) 1 0 0

45 Scholas Cheat 1 6 2

Incite a Fight 1 0 0

50 Dress Code Vio 3 11 3

52 Internet Vio 1 3 0

54 Documentation 0 0 1

55 Threat (Sus) 11 11 0

58 Exp A5 0 0 1

61 Bullying 0 1 0

Total # of annual

suspensions: N/A 501 478 244

Initial student enrollment: N/A 150 157 110

Total student enrollment: N/A 298 279 214

Suspensions and Expulsions (as reported in 2012-2013 SARC)

Rate* School

2010-11 School

2011-12 School

2012-13 District 2010-11

District 2011-12

District 2012-13

Suspensions 407% 313% 263% 1067% 573% 1030%

Expulsions 5% 1% 2% 71% 63% 45%

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total of students.

9. Socioeconomic Status

Indicators of the socioeconomic status of the students in this district include the percent of


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students receiving Free and Reduced lunches and parent education levels. The tables below

indicates that a significant (70-80%%) portion of our students are enrolled in the Free and

Reduced Lunch Program, and 88/89% of Prospect’s parents have no college degree.

Free and Reduced Lunch Eligibility

Free Reduced Free/reduced Pay Total

enrolled

% Free/Reduced

10-11 201 20 221 82 298 74%

11-12 187 13 200 80 279 72%

12-13 163 11 174 39 214 81%

Parent Education Levels

Not HS

Grad

HS

Grad

Some

College

College

Grad

Grad

Scho

ol

Declined

to State

Total

reporting:

Total

enrolled

% of

reporting

with no

college

degree

10-11 57 108 66 23 5 37 259/298 89%

11-12 52 94 62 23 6 41 237/279 88%

12-13 41 80 49 18 4 22 192/214 89%

10. Safety of School Facility

Prospect campus is centered around the main Prospect High School building which was built in

1976. It contains the main meeting room, 3 classrooms, the cafeteria, and all administrative and

counseling offices. The rest of the 11 classrooms are portable classrooms set in four separate

wings. The outdoor portion of campus consists of a grassy park like setting, and basketball

court. Staff take pride in keeping our site well maintained.

Maintenance and Repair: District maintenance staff ensure that the repairs necessary to keep the

school in good working order are completed in a timely manner. A work order process is used to

insure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and Schedule: The district governing board has adopted cleaning standards for

all schools in the district. The principal works daily with the custodial staff to develop cleaning

schedules and insure a clean and safe school.

Student Safety: Students are kept safe on campus through a comprehensive school safety plan,

campus supervision by support staff, and a positive school culture that allows students to feel


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safe at school.

Improvements: The school has been modernized with upgrades including a new roof, cafeteria

serving area, ADA and earthquake retrogrades, fire alarm, intercom, bell system and a new

covered entry. These upgrades contribute to the physical environment. Former student projects

have included landscaping (sod/plants/bark/trees), murals, concrete pathways, parking areas, and

a new school sign, A new outdoor shade structure is currently under construction.

11. Staff

Teacher Credentials

10-11 11-12 12-13

Teachers with full

credential

8 8 8

Teachers without full

credential

0 0 0

Teachers Teaching

Outside Subject Area

of Competence

0 0 0

Mis-assignments of

Teachers of English

Learners

0 0 0

Total Teacher Mis-

assignments

0 0 0

Vacant Teacher

Positions

0 0 0

Support Staff

Title Number of FTE* Assigned to

School

Average Number of Students

per Academic Counselor

Academic Counselor .6 125.0

Counselor (Social/Behavioral

or Career Development)

0.0 N/A

Library Media Teacher

(Librarian)

0.0 N/A

Library Media Services Staff

(paraprofessional)

0.0 N/A

Psychologist 0.2 N/A


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Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing

Specialist

0.0 N/A

Resource Specialist 0.0 N/A

Other (Universal) 1.0 N/A

Other (Para-Educator) 1.0 N/A

Other (Alternative Education

Clerical Technician)

1.0 N/A

Other (Custodian) 1.0 N/A

Currently, PHS is 100% NCLB compliant with zero teachers teaching outside of the NCLB

requirements. Zero teachers are working with emergency permits; however, Prospect is currently

employing a long term substitute teacher. The average years teaching at Prospect High is 8.

Three staff members have Masters Degrees. All certificated teaching staff (9) have either SADIE

or CLAD. There are zero teachers currently in an intern program.

PHS has increased the number of staff members to provide remedial courses in English, Math,

Study Skills and to provide more diverse class offerings in order to accommodate students’

academic needs. There are currently 2?Student Support Service employees who provide services

for students including drug/alcohol counseling, crisis intervention, individual/group counseling,

and academic counseling. The classified staff includes a universal staff member, administrative

assistant, custodian and a special education para-educator. All paraprofessionals are considered

highly qualified.

12. Staff development

The following is a list of relevant staff trainings and development offered to Prospect staff during

the 2010-2011, 2011-2012, and 2012-2013 school years.

Common Core

Common Core through Writing

ELD System 44 English 3D Program

Read 180

MAP Assessment Strategies

Summer Reading Institute

PLC Summit

NCTM Annual Math Converence (Focus: Differentiated Instruction as well as Technology)


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Common Core: Math, English, Science, Social Studies

SAME Mini Conference

Mt. Lassen Math Conference (Focus: Common Core)

Civic Supreme Court Seminar

SPED Transitional/Vocational Skills

How to Implement Common Core (SPED)

CARS plus, SPED Conference

MAA

Odyssey Team Building

Butte College Principal/Counselor Summit

Butte College Reg-to-Go

WASC (CDE) Training

13. Student Participation in Co-curricular and Extra-curricular Activities

Although getting students to consistently participate in Co- and Extra-curricular activities after

school hours is a challenge, Prospect offers several opportunities for students to participate in

programs that will foster personal growth and build school culture. These activities include: On

site yoga classes, St. Patrick’s Day Green Mile foot race, annual softball tournament, back to

school and end of year all school picnics, student barbeque lunch following standardized testing,

on site career presenters (Job Corp, Military, etc.), Field trip tours of Butte College Career Tech

Programs (Automotive, Law Enforcement, Fire, Nursing, etc.), Every 15 Minutes, Reg-to-Go via

Butte College, Butte College Job Fair, and academic field trips as funding allows. It is easier for

students to maintain participation in these events if the school/program provides student

transportation.

14. District policies/school financial support

The 11-12 total expenditures per pupil were $9,203.00 (most recent data available). The average

teacher salary for 11-12 was $61, 269.

There are a variety of supplemental funding services that affect students daily. Title I funds a

reading/remedial English teacher and one period of remedial math. CAHSEE funds support an

after school tutoring program and additional testing software.

Student Performance Data:

1. Academic Performance Index (API)

Below are the API scores for the last 3 years. Prospect’s API score increased by 51 points from

year 09-10 to 10-11, jumped 56 points from 10-11 to 11-12, and decreased 131 points from 11-

12 to 12-13.

2010-2011 2011-2012 2012-2013

API 540 596 465

API Change 51 56 -131


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3. California Standards Test (CSTs)

The majority of Prospect students score in the Far Below Basic and Below Basic ranges. These

scores are partly attributed to student skill level and partly due to test taker motivation. Incentive

programs are currently in place to help motivate students to give their best effort during CST

testing. Prospect also offers Title I English, Remedial Math, and a Reading class to help students

increase academic skills and CST scores.

Percentage of students scoring at Proficient or Advanced (meeting or exceeding state

standards)

SCHOOL DISTRICT STATE

Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13

English

-LA

14% 10% 11% 42% 41% 44% 54% 56% 55%

Math 2% 3% 5% 17% 22% 29% 49% 50% 50%

Science N/A N/A 9% 46% 48% 53% 57% 60% 59%

History 3% 6% 36% 39% 40% 48% 49% 49%

Standardized Testing and Reporting Results by Student Group-2012-2013

Group English-

Language

Arts

Mathematics Science History-Social

Science

All students in

LEA

44% 29% 54% 40%

All students at

school

11% 5% 9% N/A

Male 13% 10% N/A N/A

Female 8% N/A N/A N/A

Black or African

American

N/A N/A N/A N/A

American Indian

or Alaska Native

N/A N/A N/A N/A

Asian N/A N/A N/A N/A


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Filipino N/A N/A N/A N/A

Hispanic or

Latino

8% 8% N/A N/A

Native Hawaiian

or Pacific

Islander

N/A N/A N/A N/A

White 17% 6% N/A N/A

Two or more

races

N/A N/A N/A N/A

Socioeconomical

ly disadvantaged

13% 4% N/A N/A

English Learners N/A N/A N/A N/A

Students with

disabilties

N/A N/A N/A N/A

Students

receiving

migrant

education

services

N/A N/A N/A N/A

4. CAT 6 (N/A)

5. California High School Exit Exam (CAHSEE)

The CAHSEE is primarily used as a graduation requirement. However, the grade ten results of

this exam are also used to establish the percentages of students at three proficiency levels (not

proficient, proficient, or advanced) in ELA and mathematics.

California High School Exit Examination Results for All Grade 10 Students (percent

proficient)--Three Year Comparison:

SCHOOL DISTRICT STATE

Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13

English-LA 30% 13% 18% 45% 44% 43% 59% 56% 57%

Math 30% 20% 45% 42% 44% 52% 56% 58% 60%

CAHSEE Demographic Summary for All Students Tested 2012-2013:


20

Test Date Grade # Tested # Passed Percent

Passed Mean Scale Score

10.02.12 10 0 0 0 0

11 11 4 36% 333

12 14 5 36% 343

02.05.13 10 6 2 33% 343

11 0 0 0 0

12 6 0 0 326

03.12.13 10 1 0 0 318

11 11 5 45% 349

12 0 0 0 0

05.14.13 10 0 0 0 0

11 0 0 0 0

12 5 1 20 345

6. Adequate Yearly Progress

Prospect High School met it’s AYP in 2010-2011, did not meet it’s AYP in 2011-2012 (due to

math proficiency), and did not meet it’s AYP in 2012-2013 (due to math proficiency). Due to

size of school, there are no significant subgroups to report.

AYP Criteria: 2010-2011 School District

Overall Yes No

Participation Rate--ELA Yes No

Participation Rate--Mathematics Yes No

Percent Proficient--ELA Yes No

Percent Proficient--Mathematics Yes No

API N/A Yes

Graduation Rate N/A No


Overall No No


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Participation Rate--ELA Yes Yes

Participation Rate--Mathematics Yes Yes


Percent Proficient--Mathematics No No

API N/A Yes

Graduation Rate Yes No


Overall No No

Participation Rate--ELA Yes Yes

Participation Rate--Mathematics Yes Yes


Percent Proficient--Mathematics No No

API Yes Yes

Graduation Rate Yes Yes

Federal Intervention Program (School Year 2013-14)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program

Improvement

2013-2014 2010-2011

Year in Program

Improvement

Year 1 Year 3

Number of Schools Currently

in Program Improvement

N/A 3

Percent of Schools Currently

in Program Improvement

N/A 75%

7. CELDT


22

2011-2012 Performanc

e Levels

Number Percent 2012-2013 Performanc

e Levels

Number Percent 2013-2014 Performance Levels

Number Percent

Advanced 1 14 Advanced 0 0 Advanced 1 13

Early

Advanced 4 57 Early

Advanced 1 33 Early

Advanced 4 50

Intermediat

e 2 29 Intermediat

e 1 33 Intermediate 2 25

Early

Intermediat

e

0 0 Early

Intermediat

e

0 0 Early

Intermediate 0 0

Beginning 0 0 Beginning 1 33 Beginning 1 13

Total

number of

students

7 Total

number of

students

3 Total

number of

students

8

Mean scale

score 614.6 Mean scale

score 539.3 Mean scale

score 583.8

8. Local Assessments: Prospect High School does not administer local assessments due to a

discrepancy in scheduling and credit system between Prospect and the district.

9. Diagnostic Tests: Prospect currently uses no diagnostic test for freshman level students as

most students are Juniors or Seniors upon entry.

10. College SAT and/or ACT: Due to the accelerated program and reduced credit

graduation requirement, Prospect students are not taking the courses required to apply to four

year colleges/universities. Junior colleges do not require students to take the SAT/ACT to enroll.

11. Advance Placement: Due to the accelerated program and reduced credit graduation

requirement, Prospect does not offer Advance Placement courses.

12. Number of students meeting University of California requirements: Due to

the accelerated program and reduced credit graduation requirement, Prospect students are not

taking the courses required to apply to four year colleges/universities. Junior colleges do not

require students to take the SAT/ACT to enroll.

13. Number of students taking Algebra by grade level: All students are required to

take Algebra until they have met the 10 credit Algebra requirement needed for graduation.

14. Report Card Analysis:

Prospect does not award letter grades, but does award credits at the end of each 6 week block. A

student can typically earn up to 15 credits per 6 week block (2.5 credits per class, 6 classes per

block). Earning 8 credits per block would be comparable to “C” or average work. Below are the


23

percentage of students who earned less than 8 credits in Block 1 of 2013-2014 and 2014-2015.

Students enrolled Block 1 Number of students

earning less than 8 credits

Number of students earning

more than 8 credits

2013-2014: Block 1 106 33 (31%) 73 (69%)

2014-2015: Block 1 135 59 (37%) 76 (56%)

15. Completion Rates (this is the most recent data available)

School District State

Indicator 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12

Dropout Rate

(1 year)

14.7 12.9 10.1 14.7 12.9 10.1 16.6 14.7 13.1

Graduation Rate 81.81 84.96 87.80 81.81 84.96 87.80 74.72 77.14 78.73

Process and Perception Data:

Student Survey:

All students in attendance were given a Student Satisfaction Survey. Results of the survey are

described below.

Our 3 lowest scoring questions:

1. Do you think Prospect High does an adequate job of motivating students to study

for, take and pass the California High School Exit Exam? (32% agree)

2. Do you think that Prospect High School gave you the academic skills needed to be

successful in the real world? (36% agree)

3. Do you feel that Prospect High kept the campus and students safe? (39% agree)

Our 3 highest scoring questions:

1. Do you think Prospect High did an adequate job of recognizing students for earning

high credits? (70% agree)

2. Do you think Prospect High did an adequate job of recognizing and rewarding

students with excellent attendance? (68% agree)


24

3. Do you think Prospect High does an adequate job of supporting students to

understand and complete the credits needed to graduate? (60% agree)

Plans after high school:

57% of students indicated they are planning on attending a Junior College.

______________________________________________________________________________

Senior Satisfaction Survey: Please answer each question by circling 1, 2 or 3.

1) Do you feel that Prospect High School has adequately supported you in preparing for

the next step after high school (College, military, CCC, Job Corp)?

1 2 3

Agree Somewhat Agree Disagree

49% 45% 6%

2) Do you feel that Prospect High staff cares about students?

1 2 3


46% 50% 4%

3) Do you think that Prospect High School gave you the academic skills needed to be

successful in the real world?

1 2 3


36% 54% 10%

4) Do you feel that Prospect High kept the campus and students safe?

1 2 3


39% 54% 7%

5) Do you feel that Prospect High provided fun extracurricular activities for students to

participate in (i.e., Green Mile, BBQs, Thanksgiving, softball)

1 2 3


43% 43% 14%

6) Do you think Prospect High did an adequate job of recognizing students for earning high


25

credits?

1 2 3


70% 23% 7%

7) Do you think Prospect High does an adequate job of supporting students to understand

and complete the credits needed to graduate?

1 2 3


60% 35% 5%

8) Do you think Prospect High did an adequate job of recognizing and rewarding students

with excellent attendance?

1 2 3


68% 23% 9%

9) Do you think Prospect High did and adequate job of communicating to students and

parents the importance of school attendance?

1 2 3


46% 42% 12%

10) Do you think Prospect High does an adequate job of motivating students to study for,

take and pass the California High School Exit Exam?

1 2 3


32% 51% 17%

11) Please circle or write in your plans for after high school.

1. Attending a Junior College 57%

2. Joining Job Corp 0%

3. Getting a job/working 23%

4. Joining the CCC 5%

5. Joining the Military 14%

6. Other_______________1%

Chapter II: Progress Report

Report on Schoolwide Action Plan Progress


26

The Action Plan outlines five growth goals. Each growth goal is broken down into specific

action steps to meet the goals and a proposed timeline. This report will address each section,

describing progress and citing evidence, or reporting changes in focus and revision of the

timeline and/or goals. These growth goals reflect the six critical areas of follow-up, which are a

summary of what the school had already identified as growth areas, supported by the visiting

committee, and what the visiting committee suggested as additional growth needs. Significant

developments since the last visit are also included in this chapter.

Growth Target A: Improve student attendance rate.

Action Step 1: Utilize AERIES software for weekly teacher calls home and increase phone calls

home made by Administrative Assistant.

Parents and students receive an automated phone call each time a student does not attend class.

The Administrative Assistant makes weekly phone calls home to parents to inquire about student

absences from school. At the start of 2014-2015, Prospect acquired a new position, titled

Assistant Director of Alternative Education, whose job responsibilities include tracking down

non-attenders via phone calls home and home visits as needed. Counselors and teachers make

phone calls home regarding attendance/work completion/behavior on a case by case basis.

Action Step 2: Strengthen student incentive program to increase student attendance (i.e.,

increasing visibility of incentives).

Prospect holds an award ceremony with all students in the main room every 6 weeks. During the

ceremony, students with perfect attendance for that 6 week block are presented with certificates

of achievement by the Principal in front of their peers and Prospect staff. These students are also

taken out to lunch by the Principal. On a weekly basis Prospect tracks all students with perfect

attendance. Weekly perfect attenders are then awarded a certificate which they can exchange in

to the main office for a candy bar of their choice. Students with good attendance are also given

priority in participation of school field trips and extracurricular events. Finally, Prospect staff

intermittently offer incentives like “Pie Day” during which any student who had perfect

attendance for 2 straight weeks was given the opportunity to throw a whip cream pie at a

Prospect teacher.

Action Step 3: Increase home visits by Outreach Consultant and School Resource Officer.

Prospect’s Outreach Consultant position was terminated at the end of the 2012-2013 school year

following budget cuts. As a result of this termination, there was no longer a staff available to

make home visits. However, the addition of the Assistant Director of Alternative Education at

the start of the 2014-2015 school year may provide an opportunity for some home visits to

continue.


27

Action Step 4: Provide data to students, parents, staff regarding the correlation between student

attendance rates and student credit accrual rates and graduation rates.

During each award ceremony (every 6 weeks) the Principal explains the positive correlation

between attendance and credit accrual. Students are given a graphic image of this correlation

during assemblies and in credit discussions during home room with their teachers. Prospect has

also adopted a motto of A + B + C = D to represent that Attendance, Behavior and Credits will

result in a Diploma. This motto is printed on Prospect shirts and sweatshirts which are awarded

to high achieving students at the award ceremonies. Prospect’s Motto, as well as the correlation

between credits and attendance, is highlighted in the quarterly school newsletters mailed out to

parents, and is also discussed at Prospect’s Back to School Night. Teacher’s also discuss the

correlation between attendance and credit accrual in the classroom when working individually

with low-attending students, and by the Academic Counselor when individually meeting with

students and parents to discuss attendance, credit earnings, and projected student graduation time

lines.

Action Step 5: Research feasibility of developing extracurricular programs and elective courses

that motivate students to attend school.

Due to the increase in district program responsibility of the Principal/Director of Alternative

Education, the loss of the Vice Principal position, the loss of the Outreach Consultant position,

the large turn over in teaching staff, and budget cut backs, there has been a lack of resources and

man power on campus to successfully implement additional extracurricular programs.. Despite

the loss of these significant positions on campus, Prospect has been able to contract with a

community Yoga teacher to offer once a week yoga class to interested students during the school

day. Prospect has also been able to offer additional sections of an online credit recovery

program (Odysseyware) that allows students to earn credits at a faster rate, allows students to

work from home, increases their hope regarding the possibility of graduating, and therefore

motivates them to attend school and earn credits. In addition to the Odysseyware credit recovery

program, in 2013-2014 students were given the opportunity to participate in an after school

credit recovery program where they could access the credit recovery software for an additional

hour, receive small group instruction, and earn additional credits. Prospect is currently exploring

the possibility of securing the funding needed to continue this program during the current school

year.

Growth Target B: Increase Graduation Rate for credit eligible students.

Action Step 1: Improve incentive programs to motivate students to increase credit accrual and

CAHSEE scores.

Prospect recognizes students earning high credits during its award ceremony at the end of each 6

week grading block. Each teacher awards individual certificates of academic achievement to


28

high performing students in each class and the Principal awards both Honor Roll (12.5 credits)

and Principal’s Honor Roll (15 credits) awards in front of all students and staff. Honor Roll

recipients receive a Prospect T-shirt and Principal’s Honor Roll Recipients receive a $20

Walmart gift card. Prospect also awards a Student of the Block, Most Improved, and Best New

student award at each ceremony. During each CAHSEE testing window, students are verbally

encouraged to try their best, are provided with snacks and drinks throughout testing, and are

rewarded with an all school BBQ lunch when testing is complete. Parents are informed of

upcoming CAHSEE dates via the school newsletter and Prospect Facebook page in hopes of

helping their student to adequately prepare for testing days. Prospect students are able to prepare

for the CAHSEE by checking out CAHSEE study materials, attending CAHSEE tutoring with a

para-educator at lunch, taking practice tests online, using the Odysseyware Credit Recovery

CAHSEE prep program, and enrolling in English and Math remedial courses.When CAHSEE

results are available, students who pass the CAHSEE are individually called in by the Principal

who communicates the good news and individually congratulates the student.

Action Step 2: Investigate additional curriculum through updated and improved curriculum and

technology for CAHSEE remedial English and Math Courses.

Prospect currently offers two sections of English Language Arts Intervention and one section of

Math Intervention Remedial courses to target students who have not yet passed the CAHSEE. In

addition to these courses, Prospect offers an online Credit Recovery program (Odysseyware) that

offers curriculum designed to help students increase English and Math skills in order to pass the

CAHSEE. Prospect also employs an instructional aid who offers to work with students during

lunch and after school to help them study and prepare for upcoming CAHSEE tests.

Action Step 3: Increase Academic Counselor position from .4 to .6.

Prospect was able to secure funding to increase the Academic Counselor position from 2 days a

week to 3 days a week (.4 to .6). The academic counseling position has remained at 3 days a

week for the last 4 years.

Action Step 4: Create universal SAP (Student Advisory Period) guidelines to guide students in

academic progress.

Due to conflicts with certificated staff contract language, Prospect terminated the SAP program.

Prospect is currently exploring the concept of returning to a home room model that allows

teachers time to consistently provide academic and personal support to the same group of

students throughout each trimester. During homeroom teachers could make important school

announcements, give student surveys/activities, and review transcripts and graduation timelines

with students.

Action Step 5: Research credit accrual data to determine the feasibility of increasing the off

campus pass requirement to 10 credits per block.


29

Due to lack of man power, and time to supervise and track students who were leaving campus at

lunch without permission (students not earning 10 credits), Prospect staff made the decision to

make Prospect a closed campus at lunch. This decision was also made in light of a growing

concern about the number of students who were being suspended for leaving campus without

permission, and the substance abuse that was occurring off campus while students left for lunch.

Growth Target C: Improve School Culture

Action Step 1: Increase student buy in to school culture by creating opportunities to participate

in co-curricular and extracurricular activities.

Prospect continues to offer activities and events throughout the year to help create a positive

school culture (See list below). In 2013-2014 Prospect added a weekly yoga class as a mental

health intervention to reduce student stress and implemented “Pie Day” in which students with

outstanding attendance were given the opportunity to throw a whip cream pie at a teacher.

● Green Mile and Pancake Breakfast

● Pixie Bike Races

● Pie Day

● Butte College Reg-to-Go Program

● Butte College Career Tech field trip tours

● Annual Softball tournament

● Back to School picnic at Forebay

● End of Year picnic at Forebay

● Life skills groups with Social Work Interns

● Yoga class

● Career presenters

● Christmas cookies prepared for whole school by cooking class.

● Holiday decorating of main room and campus throughout year

● CAHSEE BBQs

● Block Award Ceremonies with certificates/sweatshirts/yearbooks and gift cards awarded

to recipients.

● Thanksgiving Dinner cooked and provided to the entire student body. Thanksgiving

tree.

● Free and/or reduced price bike maintenance for students from Recycled Cycles teacher

● Christmas bike giveaway program

● Halloween costume contest

● Perfect attendance lunches with the Principal

● Clothing, shoes and hygiene products provided to students in need.

● Field trips to community and educational events such as CSU, Chico tours, and

Entrepreneurship Day.

Action Step 2: Increase knowledge of post-secondary career options through career fairs and

guest speakers.


30

Prospect students are all required to complete a 5 credit course in Careers. During the course of

the Careers class, 10-12 guest speakers are invited to come to Prospect and speak to students

regarding their chosen educational background and career. Prospect students are also all

required to complete a career assessment during Careers class in which they find out their

personal strengths and interests in relation to possible career choices. The Academic Counselor

also works closely with Butte College to set up field trips for students to visit and tour the Career

Technical Programs at Butte College. Approximately 6 field trips occur each year exposing

students to up to 10 different Career Tech programs (i.e., Nursing, Law Enforcement, Fire

Academy, Cosmetology, Auto, Welding, etc.). The Academic Counselor also facilitates school

wide informational presentations from the military (Army, Navy, Air Force, Marines, National

Guard), Job Corp, CCC and various other organizations and educational institutions. The goal is

for Prospect students to become exposed to a variety of career options that they might not

ordinarily gain exposure to in their personal lives. Finally, the Prospect Academic Counselor

provides several college workshops each year to seniors in order to individually help each

student complete their online college application, financial aid application (FAFSA), college

placement assessment, orientation and class registration.

Action Step 3: Develop and implement a survey to identify student areas of interest for co-

curricular and extra-curricular activities.

Prospect teachers administered a Student Extracurricular Survey to students in their first period

homeroom classes. The results of the survey indicated that the large majority of Prospect

students think Prospect should offer more extracurricular activities during the school day (87%)

and the majority of students also indicated that they would participate in extracurricular activities

(82%) offered during the school day. When students were asked what kind of extracurricular

activities they would like to see offered during the school day, the most frequent response was

Sports (primarily Football and Basketball), the second most frequent response was Tutoring, and

the third most frequent response was Student Government/Leadership.

When students were asked if Prospect should offer more extracurricular activities after school,

65% of students responded yes, but only 48% of students indicated that they would participate in

after school extracurricular activities. When students were asked what types of extracurricular

activities they would like to see offered after school, the most frequent response was Sports, the

second most frequent response was Tutoring, and the third most frequent response was school

dances/Prom.

Action Step 4: Develop and implement a Senior Survey to determine student overall

satisfaction with Prospect High School.

Most recently, Prospect graduates of school year 2013-2014 were given a student satisfaction

survey directly prior to the graduation ceremony. Those surveys were lost sometime over the

summer when the school went through deep cleaning. A revised survey was administered to

current students and the detail can be found in in the Chapter One student perception data and in

the Appendix.


31

Growth Target D: Participate in more staff development in areas available.

Action Step 1: Provide staff at least one in-house training per 6 week block.

Prospect has made efforts to provide team building activities for staff throughout the school year.

These team building events are led by Prospect’s PE teacher and typically involve a mental or

physical challenge that serves as a metaphor for the unique challenges facing Prospect students,

how staff deal with ongoing obstacles and stress, and how staff can better communicate and

work as a team. At the start of the 2014-15 school year Prospect administration invited Dennis

King to lead a workshop to help Prospect redesign its vision statement. Prospect staff are still

working on the development of the vision statement and plan to meet with Dennis King again on

November 19th.

Action Step 2: Research local and regional training opportunities.

Prospect staff have attended a plethora of trainings since the last WASC visit, many stemming

from the Professional Learning Community and Common Core movements in public education.

See list of trainings attended by staff below.

Common Core

Common Core through Writing

ELD System 44 English 3D Program

Read 180

MAP Assessment Strategies

Summer Reading Institute

PLC Summit

NCTM Annual Math Converence (Focus: Differentiated Instruction as well as Technology)

Common Core: Math, English, Science, Social Studies

SAME Mini Conference

Mt. Lassen Math Conference (Focus: Common Core)

Civic Supreme Court Seminar

SPED Transitional/Vocational Skills

How to Implement Common Core (SPED)

CARS plus, SPED Conference

Para-educator National Convention March 2013

MAA

Odyssey Team Building

Butte College Principal/Counselor Summit


32

Butte College Reg-to-Go Counselor Breakfast

WASC (CDE) Training in 2010-2011, 2011-2012, and 2012-2013.

Significant Developments since last WASC visit:

● The full time VP position which was intended to buffer the absence of the

Principal/Director of Alternative Education due to overseeing multiple programs

(Prospect, Adult Ed, CIS) was terminated due to budget constraints. The VP position was

responsible for all student discipline, including parent phone calls and conferences. This

resulted in a lack of man power on campus. Since that time, an Assistant Director of

Alternative Education position that was created at the start of the 2014-2015 school year

to provide necessary support.

● The full time Outreach Consultant position whose job description included monitoring

student attendance, scheduling/facilitating SSTs, ongoing crisis counseling, peer

mediation, counseling referrals, classification of homeless youth, and distribution of

clothing/hygiene products/school supplies and bus passes to homeless youth was

terminated at the end of the 2012-2013 school year. This termination left a gap in

services that the remaining staff are trying their best to fill. The Academic Counselor is

now responsible for most of these services.

● Prospect has been assigned a new School Psychologist since Prospect’s last WASC visit.

● OUHSD appointed a new Superintendent since Prospect’s last WASC visit.

● There has been a district wide movement toward PLC and Common Core since the last

WASC. PLC and Common Core drive site decisions and staff development

opportunities.

● Prospect has increased Odysseyware Credit Recovery from 1 to 3 sections per day.

● Prospect is offering CAHSEE tutoring during the school day from a para-educator prior

to CAHSEE testing windows.

● Prospect is offering an after school Credit Recovery program to provide students more

individual attention and increase student’s ability to earn additional credits faster.

● As stated previously, a new, full time position of Assistant Director of Alternative

Education was created at the start of the 2014-2015 school year. Among other duties,

this position is responsible for student behavioral intervention, student discipline,

improving school attendance and establishing a positive school culture.

● At the start of the 2014-2015 school year, and midway through our current WASC self-

study, Prospect had a large turn over in staff as evidenced by the acquisition of four (out

of 9) new teachers. Reasons for staff turnover include layoffs and staff resignations.

● At the start of the 2014-15 school year Prospect began housing a district wide In School

Suspension Program. The ISS program serves students from the two comprehensive high

schools as well as Prospect students. The goal of the program is to provide consequences

for student behavior that do not include off campus suspension.

● Prospect hired an additional teaching position (Social Studies) at the start of the 2014-

2015 school year which enabled Prospect to increase its overall student enrollment and

class sections.

Chapter III: Student/Community Profile:


33

Overall Summary from Analysis of Profile Data and Progress

A comprehensive analysis of all pertinent Prospect High School data is summarized below in

terms of areas of strengths and weaknesses.

Areas of Strength

● Prospect continues to make student counseling referrals and provide outreach services to

students in need of transportation, school supply and clothing needs, despite the loss of

full time Outreach Clinician position.

● Prospect continues to develop more effective and timely behavior interventions with the

addition of a full time Co-director of Alternative Education/Principal.

● Prospect continues to offer fun extracurricular activities during school hours to increase

student buy in and develop school culture.

● Students at Prospect continue to receive one on one assistance via the Academic

Counselor and “Reg to Go” program with completing every step of college enrollment

including application, assessment test, financial aid, orientation and class selection.

● Prospect continues to be 95 % NCLB compliant.

● Prospect continues to provide incentive programs for academic, attendance and

behavioral success.

● Prospect continues to provide relevant professional development for staff.

● Prospect has purchased an online credit recovery program (Odysseyware) to help with

scheduling needs, course selection, student credit attainment, and graduation rates.

● Prospect continues to offer remedial classes in the areas of Math and English to address

students who have not passed either section of the CAHSEE.

● Prospect continues to offer lunch time tutoring for students struggling to keep up with

classwork.

● Prospect continues to work with the community to provide services to students such as

transportation to Boys and Girls Club, ROP, community scholarships, Big Buddy reading

programs, School Ties services for homeless students, The Alliance for Workforce

Development, etc.

● Prospect continues to graduate over 30-60 students per school year. Prospect graduated

54 students in 2013-2014 despite the loss of significant positions on campus.

● Prospect suspensions and expulsions decreased from year 11-12 to 12-13.

● Prospect continues to maintain a safe and clean campus.

● Prospect has implemented an In School Suspension program to more effectively deal

with student misbehavior.

● Prospect continues to make progress with developing a Professional Learning

Community as evidenced by weekly staff meetings, weekly student success team

meetings, and weekly staff collaboration meetings.

Areas of Need:

● Prospect continues to have the lowest attendance rate in the district (86% versus 93%).

● Prospect students continue to score in the far below basic or below basic ranges on both


34

ELA and Mathematics CSTs.

● Prospect continues to have the lowest CAHSEE passage rates in the district for both ELA

and Math.

● Prospect’s API decreased 131 points in 2012-2013.

● Prospect has not met it’s AYP in the last two years.

● Prospect is in PI for the 2013-2014 school year.

● A significant percentage of Prospect students are earning below average credits as

evidence by report card analysis.

● Prospect continues to have high suspension rates.

● Prospect serves a very transient student population as evidenced by the 94.5% turnover in

12-13. This transient population makes it difficult to track student progress and collect

meaningful data.

● Prospect serves a population of students with a very low socioeconomic status as

evidenced by the high percentage of students receiving free and reduced lunch (70-80%)

and the number of students whose parents do not possess a college degree (88%).

The following implications were drawn from the comprehensive analysis of Prospect High

School data:

1. There is a need to continue to improve CAHSEE passage rates in both English Language Arts

and Mathematics.

2. There is a need to continue to improve student attendance.

3. There is a need to improve graduation rates.

4. There is a need to increase student credit attainment.

Critical Academic Needs

Through examination of the data and input from the Home Groups, the academic needs

identified in numbers 1-5 above have been targeted as our critical academic needs.

Schoolwide Student Learning Outcomes: We currently have in place expected schoolwide

learning results. We will re-examine our expected schoolwide learning results through this self-

study process by correlating Student Learning outcomes with our top Critical Academic Needs.

We will also reassess our vision statement in order to ensure that it is closely aligned with these

outcomes.

The following questions have been raised from the data analysis and related to the Critical

Academic Needs:

1. How effective are the core and remedial course curriculum in improving student skill in the

areas of English Language Arts and Mathematics? Are there other types of curriculum that

could be put in place to further enhance student learning in these areas?

2. How effective are current incentive programs in motivating students to give their best effort

during CAHSEE testing and CST testing? How effectively are school staff communicating the


35

importance of testing opportunities?

3. How effective are current intervention programs in motivating students to attend school on a

daily basis? Are there more effective programs that could be developed? Is it realistic to re-

implement home visits?

4. How effective are current incentive programs in motivating students to increase credit

attainment each block leading to graduation? Are there more effective programs that could be put

in place? What practices can be put into place to help students gain a better understanding of

their transcript, of how many credits they need to earn per block to stay on track for graduation

by then end of their senior year?

5. When possible, what behavioral interventions can be put in place to encourage students to

work through conflict, take responsibility for inappropriate behaviors, and return to class in a

way that doesn’t result in suspension and a loss of seat time?

6. Is it possible to reorganize the daily schedule and staff meeting pattern to allow for longer

staff meetings that would allow the team the time needed to have the in depth discussions needed

to address the questions outlined above?


36

Chapter IV: Self-Study Findings

Category A: Organization: Vision and Purpose, Governance,

Leadership and Staff, and Resources

A1. Organization Criterion

The school has a clearly stated vision and mission (purpose) based on its student needs,

current educational research, and the belief that all students can achieve at high academic

levels. Supported by the governing board and the central administration, the school’s

purpose is defined further by schoolwide learner outcomes and the academic standards.

Findings Supporting Evidence

Prospect High School has revised its vision statement to

reflect the current status of the school. The prior vision

statement did not address the updated focus of the school.

This vision statement was developed with input and

discussion from the entire staff facilitated by an outside

consultant. The staff collaborated and established 3 target

statements with sub-goals for each statement. The combine

statements resulted in the established vision: Prospect High

School will inspire students to demonstrate respect and

responsibility in a physically and emotionally nurturing

community, apply critical thinking skills to learning across

multiple disciplines, and prepare students to be successful in

post high school endeavors.

Our vision reflects an understanding of the academic, social,

emotional, and physical developmental characteristics of our

students in the methods of our academic programs, our

teaching, and our interventions. For example, Prospect

provides flexible scheduling allowing all students to meet

their academic, social and developmental needs. The six

grading block schedule with variable credit system allows

students the opportunity to progress in an advanced pace and

also allows students to have “a bad block” without complete

failure in the system. Interventions and counseling

opportunities are built into the daily workings of the school

and are a focus of the staff.

Currently, the school mission statement is in development as

multiple attempts by prior staff committees resulted in lack

of consensus. Turnover in staff and a constant shift in

administrative responsibilities in the past three years has

Updated Vision statement with

subgoals

Master schedules for prior

three years


37

affected this process. Our slogan of “A+B+C=DIPLOMA”

had been the focus we use with students and parents in place

of a formal mission statement.

The staff and students are in practice of “following the

ABCs” which is a slogan in concentrating on Attendance,

Behavior and Credits as a path to success at Prospect High

School. It is posted on our website and around the school.

It is a core statement used throughout our practice with

students and parents.

School website, Painted

messages across school,

newsletters

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school,

business, industry, and community in the development/refinement of the vision, mission and

schoolwide learner outcomes are effective.


The entire certificated staff was involved in the development

of this updated vision. Along with a consultant from Total

School Solutions, the staff worked over several release days to

develop and refine these key statements. From these meetings

and revision of the language by one teacher, the staff came to

consensus on the vision statement and has formulated plans to

enact activities to support the goals found within.

Outside support from business and community, parents is

lacking. Parental involvement in regular school matters has

always been a challenge at Prospect. There have been a few

parents and caregivers over the past few years who have

offered to be involved but lack follow up and commitment to

giving input in school matters.

Notes from vision building

meetings

Understanding of Vision, Mission, and Schoolwide Learner Outcomes

Indicator: Students, parents, and other members of the school and business community

demonstrate understanding of and commitment to the vision, mission, and the schoolwide learner

outcomes.


All of our school information including the prior vision

statement, ESLRs and Single Plan for Student Achievement

School website, Single Plan for

Student Achievement


38

are posted on the school website. The Single Plan is updated

yearly and approved by the governing board. The reduction

in federal and state categorical funding has made the Single

Plan more of a documentation review and not a driver of

student improvement. Goals and action plans from revised

WASC plans and updated student needs drive the direction of

the school program.

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the

school vision, mission, and the schoolwide learner outcomes based on student needs, global,

national, and local needs, and community conditions.


Prospect has reviewed the WASC action plan at least yearly if

not more regularly in the past 3 years after the accreditation

revisit of 2011. Prior to that, we regularly reviewed the plan

as we had two revisits during the last six-year accreditation

process.

The vision statement prior to this latest revision was

repeatedly referred to in multiple reports and documents,

however, the staff felt that a new vision was needed to be able

to move the school forward in an improved focus on meeting

new college and career readiness skills.

The new vision statement reads: Prospect High School will

inspire students to demonstrate respect and responsibility in a

physically and emotionally nurturing community, apply

critical thinking skills to learning across multiple disciplines,

and prepare students to be successful in post high school

endeavors.

It has been broken down into specific goals with timelines to

be addressed this year. Revision of these vision goals will be

a beginning of the year activity from henceforth.

Prior revisit reports

Former vision statement on

website.

Conclusions

Prompt: Comment on the degree to which this criterion is being addressed.


This criterion is addressed with the completion of the revised

vision statement. The absence of established expected student

Revised vision statement and

sub-goals.


39

learner outcomes is still a component that needs to be

established.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address

one or more of the identified critical learner needs.


This criterion does not necessarily affect the ability for the

school to address student needs. The staff constantly

discusses student progress on a regular basis as the focus of

student success depends on a variety of factors that can

change daily depending on the situation each student is

saddled with outside of school. As we cannot control outside

forces, so we deal with student needs as they walk through the

front door. Our dedication to student success is solid and

consistent as evidenced by increased graduation and CAHSEE

passing rates.

A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and

support the achievement of the schoolwide learner outcomes and academic, college, and career

standards based on data-driven instructional decisions for the school; (b) delegates

implementation of these policies to the professional staff; and (c) monitors results regularly and

approves the single schoolwide action plan and its relationship to the Local Educational Agency

(LEA) plan.

Indicators with Prompts

Governing Board

Indicator: The policies and procedures are clear regarding the selection, composition and

specific duties of the governing board, including the frequency and regularity of board meetings.


The OUHSD school board has clearly defined policies

addressing the selection, composition and specific duties of

the governing board, including the frequency and regularity

of board meetings. The board meets twice a month on the

first and third Wednesdays of each month. The board

meetings are held in the Prospect High School main room.

OUHSD board utilizes CSBA policy templates as a

guideline for establishing appropriate policies in governing

the district.

Board policies posted on

OUHSD website

Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes


40

Indicator: The governing board’s policies are directly connected to the school’s vision, mission,

and schoolwide learner outcomes.


The OUHSD governing board enacts policies that support

all district schools and that align with the district vision and

mission. Prospect’s revised vision aligns with the district

vision and mission statements found on the district website.

OUHSD vision and mission

statements.

Additional Online Instruction:


The board supported the use of online technologies for

alternative education students in the district. The focus for

use of this technology and online curriculum is limited credit

recovery classes for the rest of the district school. The

teacher’s union filed a grievance last year citing that the

curriculum was not rigorous enough to be used on the

comprehensive campuses. They did not attack the use of the

program at Prospect or other alternative education programs

including summer school and credit recovery classes at

Oroville Adult Education Center.

OUHSD board notes

Understanding the Role of the Governing Board

Indicator: The school and business community understands the governing board’s role,

including how parents can participate in the school’s governance.


OUHSD has a parent link on the website regarding how to

get involved in the schools. There are also multiple

newsletters that go out each year with parent information

regarding how parents can be involved in their student’s

education. School board meeting information is posted in

various local locations as well as online. Parents can access

past and present board agendas and there is a time in each

board meeting where parents can directly address the board

both on agenda and non-agenda items.

OUHSD website, school board

agendas

Governing Board’s Involvement in the Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s

vision, mission, and schoolwide learner outcomes.



41

The OUHSD board reviews and approves the single Plan for

Student Achievement as well as the School Accountability

Report Card (SARC) once a year. They have the

opportunity at that time to responds and give input on the

school’s vision, mission, and learner outcomes at that time

or any time during the school year. There has not been any

board input regarding these items in recent memory.

Board minutes from website,

SARCs, Single Plan

Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and

the responsibilities of the professional staff.


There is a clear understanding regarding the relationship

between the board and district staff. The board is respectful

that we are professional educators and do not implore their

judgment or advice upon school matters when it comes to

running the schools. There has not been any overbearing

board influence or micro-managing from the current board

members. However, the recent election results are going to

affect the makeup of the future board as there will be three

new board members who have never served on the board

before. We do not know how the new members will view

this relationship between the governing board and

professional staff.

The Superintendent meets regularly with different board

members around their schedule. He meets with the board

president before each board meeting to go over the board

agenda and answer any questions or concerns the board

president has with items on the agenda.

Election results, meeting notes

from seating of new board

members.

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the

governing board, including the review of student performance toward career and college

readiness, overall school programs and operations, and the fiscal health of the school.


The OUHSD board hears reports from the Superintendent,

Director of Education and Assistant Superintendent of

Business Services at each board meeting. These reports

cover current happenings in the district, student performance

updates including testing results, curriculum changes,

professional development and up to date budgetary

OUHSD board meeting

minutes


42

information. The board also receives this information in

each board packet and other confidential information in

closed sessions with district personnel.

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution

procedures as they apply to the school’s stakeholders are effective.


The complaint and conflict resolution procedures follow the

approved procedures from CSBA and our legal counsel.

There has not been a complaint that has gone beyond our

Superintendent or board in well over 15 years due to the

policies and practices that are in place. Our district policies

are in compliance with current legal standard.

OUHSD Complaint procedure

documentation

Conclusions



The governing board has established policies and bylaws that

are aligned with the school’s purpose and support the

achievement of the vision and academic, college, and career

standards based on data-driven instructional decisions for the

school. They regularly delegate and monitor implementation

of these policies to the professional staff; and




The OUHSD board consistently supports the attainment of

student success for all students in the district. Their

expectations help drive the schools focus to assist students in

meeting their learning needs and goals.

A3. Leadership and Staff Criterion


43

Based on student achievement data, the school leadership and staff make decisions and initiate

activities that focus on all students achieving the schoolwide learner outcomes and academic,

college, and career standards. The school leadership and staff annually monitor and refine the

single schoolwide action plan based on analysis of data to ensure alignment with student needs.

Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has commitment of

the stakeholders, including the staff, students, parents, and business community.


The planning process at Prospect High School is ongoing and

adjusts to the needs of the students enrolled at the time. We

re-evaluate student needs each year and even during the year

as our population makeup changes significantly with student

turnover and population changes. Each year, the principal

establishes the goals for the year based on prior year data and

upcoming requirements. These goals are discussed at the first

staff meeting of the year and adjusted with staff input. If

during the school year we discover that there is a specific

student needs and can address it with a change in the trimester

schedule, input from staff is considered and changes are made

to meet the needs of the student body.

Beginning of year meeting

agendas

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the

analysis of student achievement data about the critical learner and career readiness needs;

schoolwide learner outcomes; and academic, college, and career standards.


The Single Plan is used to collect yearly data on student

progress. However, due to the high transiency rate of the

student population, correlating the analysis to current

student needs is not possible. By the time the data is

collected and analyzed, a significant portion of the students

that generated the data have left the school for one reason or

another. We have chosen to look at student achievement

data is different ways not found on the Single Plan.

Single Pan for Student

Achievement

Correlation between All Resources, Schoolwide Learner Outcomes, and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources

and the implementation, monitoring, and accomplishing of the Single Plan for Student

Achievement.


44


All of our time/fiscal/personnel/material resources are

dedicated to helping students reach their potential and

graduate high school prepared to succeed outside of high

school. The Single Plan has not been a driving force behind

what we do for students as the information gathered from the

data is historical by the time it is written.

Conclusions



The Single Plan for Student Achievement is used to document

recent student data and has been used for some analysis

student achievement. However, due to the high turnover of

the student population, utilizing the Single Plan for authentic

analysis for the student population is not relevant for our site

specifically since the state testing data has not been kept for

the past three years.




This has not impacted the school ability to address student

learner needs. The next SPSA will reflect the goals addressed

in the OUHSD LCAP as well as current student needs.


A qualified staff facilitates achievement of the academic, college, and career readiness standards

and the schoolwide learner outcomes through a system of preparation, induction, and ongoing

professional development.

Employment Policies and Practices

Indicator: The school has clear employment policies and practices related to qualification

requirements of staff.


Prospect High School follows the OUHSD Board Policy

4111- Recruitment and Selection which states: The

Governing Board is committed to employing suitable,

qualified individuals to carry out the district's mission to

BP 4111


45

provide high-quality education to its students and to ensure

the efficient running of district operations. The Superintendent

shall develop fair, open, and transparent recruitment and

selection processes and procedures which ensure that

employees are selected based on demonstrated knowledge,

skills, and competence and not on any bias, personal

preference, or unlawful discrimination. When a vacancy

occurs, the Superintendent or designee shall review the job

description for the position to ensure that it accurately

describes the major functions and duties of the position.

He/she also shall disseminate job announcements to ensure a

wide range of candidates. The district's selection procedures

shall include screening processes, interviews, observations,

and recommendations from previous employers as necessary

to identify the best possible candidate for a position. The

Superintendent or designee may establish an interview

committee, as appropriate, to rank candidates and recommend

finalists. All discussions and recommendations shall be

confidential in accordance with law. During job interviews,

applicants may be asked to describe or demonstrate how they

will be able to perform the duties of the job. No inquiry shall

be made with regard to any category of discrimination

prohibited by state or federal law. For each position, the

Superintendent or designee shall present to the Board one

candidate who meets all qualifications established by law and

the Board for the position. No person shall be employed by

the Board without the recommendation or endorsement of the

Superintendent or designee.

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff

background, training, and preparation.


All staff are teaching in their credentialed subject matter

area. 97% of core academic classes (defined by NCLB) are

taught by a teacher credentialed or “housse-d” in that subject

area. The classes outside of the core academic areas (PE,

Careers, and other electives) are taught by teachers with

appropriate credentials or have extensive training in that

elective area. For instance, The Foods teacher used to run

restaurants and commercial kitchens prior to getting into

education. The Recycled Cycles teacher attended a

weeklong training seminar at on bicycle mechanics and

maintenance at United Bicycle Institute in Ashland, Oregon

Trimester schedules


46

The three Credit Recovery classes are covered by two

teachers with extensive experience in using the

Odysseyware online curriculum.

Maximum Use of Staff Expertise

Indicator: The school has a process to assign staff members and provide appropriate orientation

for all assignments, including online instruction and focused programs, so that the expertise of

the staff members is maximized in relation to impact on quality student learning.


Staff are assigned classes based on credential area and

school needs. We maintain over a 95% NCLB compliance

rate with teachers assigned by credential area. The areas

where we are not in compliance are for classes needed in the

schedule for students to graduate but no faculty member has

the proper credential. This is mainly in art class offerings.

In the area of online classes, Butte County of Office of

Education credential analyst has determined that “Credit

Recovery” does not require a specific credential as it is not

specified as a core curricular area. The Odysseyware

curriculum is provided by the software company and is

aligned to CCSS. Subsequently, any instructor at Prospect

is capable of teaching a credit recovery class.

NCLB compliance reports (if

requested), Odysseyware

curriculum lists.

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks

that define responsibilities, operational practices, decision-making processes, and relationships of

leadership and staff.


The school follows all OUHSD board policies and has

developed staff handbooks with various school based policies

and procedures. These faculty handbooks are available in the

office but are not used extensively by staff members. New

staff members are in serviced at the district office regarding

district policies upon orientation process. The principal meets

with new staff members and covers school based procedures

during the first staff days of the school year. The staff is

small enough to where many questions that come up are

answered in person or email. When making schoolwide

policy or procedure changes, the entire staff is involved in the

discussion to find the best solution for the site.

Faculty handbooks in office.


47

Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and

resolving differences.


Again, the staff is small and communication is regular through

email, daily staff meetings and interactions as well as an open

door policy with the administrators. Meeting norms have

been established and followed. The staff meets a minimum

of 3X per week for 25 minutes each for a variety of topics.

Each day has been designated with a specific topic or focus

shown in this list:

Monday- general staff meeting

Tuesday- Students concerns/home phone calls

Wednesday- WASC

Thursday- Technology/curriculum

Friday- week wrap up/follow up

Weekly agendas, Established

meeting norms.

Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving

staff in shared responsibility, actions, and accountability to support student learning throughout

all programs. This includes an evaluation of the collegial strategies used to implement

innovations and encourage improvement, such as shadowing, coaching, observation, mentoring,

group presentations.


There has not been a formalized process to evaluate the

collegial strategies used to implement innovation between

staff members. However, there has been an understanding

that we are only as strong as our weakest staff member and we

look for ways to help each other improve in a variety of ways.

Veteran teachers have stepped up to mentor newer staff

including providing training in behavior modification and

collaboration strategies. Other staff have taken the lead in a

particular area including technology, CCSS, assessment of

student levels and assisting the counselor with student

progress outside of the classroom.

Fred Jones training,

Odysseyware training,

Chromebook induction process,

Technology presentations.

Evaluation of Existing Processes

Indicator: The school leadership regularly reviews the existing processes to determine the

degree to which actions of the leadership and staff focus on successful student learning


48


The school leadership regularly reviews current student

progress and meets with staff on a regular basis to discuss

ways to improve student success. There has not been an

evaluation determining the degree to which actions of the

leadership and staff have effected student learning. Our focus

is to track the progress of students towards reaching

graduation through earning the necessary amount of credits

and passing the CAHSEE. Without state testing in the last

few years, evidence of student learning is only measured in

the classroom.

Conclusions- A qualified staff facilitates achievement of the academic, college, and career

readiness standards and the schoolwide learner outcomes through a system of preparation,

induction, and ongoing professional development.



Prospect High School has a well-qualified staff who address

the academic, college, and career readiness standards focusing

on learner outcomes. Staff are well trained and have

participated in several CCSS workshops and other district

trainings so that they be prepared to assist students in reaching

their full potential in high school.

See evidence above




The highly qualified staff are well prepared to address the

critical learner needs through the training they have been

involved in. This in bolstered with new curricular and

technology support systems currently in place in the school.

When a need is identified, a plan is developed with assistance

from the district office to address that need through additional

training and coaching.

See evidence above


Leadership and staff are involved in ongoing research or data-based correlated professional

development that focuses on identified student learning needs.

Support of Professional Development


49

Indicator: The school effectively supports professional development/learning with time,

personnel, material, and fiscal resources to facilitate all students achieving the academic, college,

and career readiness standards and the schoolwide learner outcomes.


All teaching staff have been included in ongoing district staff

development towards delivering the CCSS during last year

and into this school year. Prior to CCSS implementation, the

school leadership team participated in Professional Learning

Committee trainings at Butte County Office of Education.

Many veteran staff members were also able to attend national

PLC trainings with other district staff.

Staff are regularly offered other staff development training if

is appropriate for their subject area or area of expertise. The

superintendent hired a teaching coach for three of our new

teachers to help them progress in their craft. The coach will

have met with the three teachers on three occasions by the

time of the WASC visit. This coaching is planned to continue

into next year.

Substitute reports (if necessary)

Supervision and Evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to

promote professional growth of staff.


The Governing Board recognizes that appropriate supervision

and regular, comprehensive evaluations can help employees to

continually improve in the performance of their

responsibilities. Evaluations shall be made in accordance with

procedures specified in negotiated contracts and based on job-

specific standards of performance. The Board expects

supervisors to gauge employees' on-the-job effectiveness and

skills in a fair, objective, and consistent manner. Evaluations

shall address the competence and care with which the

employee executes his/her assigned responsibilities. As

appropriate, evaluations also may address the extent to which

the employee works cooperatively with others and observes

school or district rules and regulations. Evaluations shall be

used to recognize the exemplary skills and accomplishments

of staff and to identify areas needing improvement. When the

evaluation indicates areas needing improvement, the Board

expects employees to accept responsibility and take initiative

to improve their performance. The Superintendent or designee

Article XIII of OSTA contract

Article X of CSEA contract

OUHSD BP/AR 4115, 4215


50

shall assist employees in obtaining needed job skills.

The district and certificated union have developed and

practice solid evaluation and supervision policies and

procedures to effectively promote the growth and retention of

qualified staff. Probationary staff are evaluated twice each of

the first two years prior to earning tenure. Permanent staff are

evaluated every two years. Classified staff are evaluated

twice within the first 6 months and are granted permanency

after that probationary period.

Measurable Effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of

professional development, coaching, and mentoring on student performance.


There is not a formalized process to measure the effect of

professional development other than the anecdotal evidence of

CAHSEE passage, graduation rate, and observational

adherence to update teaching methods learned in training.

Conclusions- Leadership and staff are involved in ongoing research or data-based correlated

professional development that focuses on identified student learning needs.



All core curricular staff have participated in research-based

professional development in preparation for delivering the

CCSS in the classroom and have collaborated with other

district depart staffs in an effort to articulate common subject

curriculum across all schools. Newer staff members have also

participated in coaching with a consultant who specializes in

coaching. Other staff have been trained in the use of the MAP

assessment to evaluate the levels of current students. This

criterion is being met with the amount of staff training,

however, a process to determine if this training has impacted

student learning has not been implemented. Due to the recent

shift to CCSS implementation, a district wide process to

evaluate effectiveness needs to be developed.

Substitute reports (if necessary)




51


Staff training has directly impacted student learner needs as

we have transitioned to CCSS with new curriculum and

appropriate support materials that staff were trained with prior

to this school year. As this is the first year on the CCSS

implantation, the full impact will not be seen until after this

year and a revision of our approaches based on what was

found to be successful and not successful during this year.

A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and

appropriately in accordance with the legal intent of the program(s) to support students in

accomplishing the academic standards, the college- and career-readiness standards, and the

schoolwide learner outcomes.

Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s

vision, mission, and student achievement of the schoolwide learner outcomes, the academic

standards, and the college- and career-readiness standards. The school leadership and staff are

involved in the resource allocation decisions.


All resource allocations are dedicated to achieving the

mission, vision, and goals of the school. What little

categorical funding we are allocated goes directly to the

classroom to provide our Title I Reading Intervention

instructor and a para-educator to assist students in reaching

their full potential. Much of the available funds go to support

technological requirements for the current educational

demands in the classroom. The principal has managed funds

well over the past 12 years and provided many opportunities

for teachers to get the tools and resources necessary for their

classroom program. The principal has always told the

teachers that if they needed it for the classroom that he would

find a way to get it.

Three functioning computer

labs, Credit Recovery software

licensing, Adequate technology

in all classrooms, support for

core and elective classes,

updated textbooks, copies of

prior years’ budgets.

Practices

Indicator: There are processes operating in relationship to district practices for developing an

annual budget, conducting an annual audit, and at all times conducting quality business and

accounting practices, including protections against mishandling of institutional funds.


52


The Governing Board recognizes its critical responsibility for

adopting a sound budget for each fiscal year which is aligned

with the district's vision, goals, and priorities. The district

budget shall guide administrative decisions and actions

throughout the year and shall serve as a tool for monitoring

the fiscal health of the district.

The Governing Board is committed to ensuring the fiscal

health of the district and providing public accountability. The

Board shall adopt sound fiscal policies, oversee the district's

financial condition, and continually evaluate whether the

district's budget and financial operations support the district's

goals for student achievement. The Superintendent or

designee shall provide the Board with financial reports

throughout the year in accordance with law and as otherwise

requested by the Board. The Superintendent or designee shall

ensure that all financial reports are prepared in accordance

with law and in conformity with generally accepted

accounting principles and financial reporting standards

stipulated by the Governmental Accounting Standards Board

and the California Department of Education. He/she shall

establish a system of ongoing internal controls to ensure the

reliability of financial reporting. An independent auditor

shall present the audit report to the Board at a public meeting

and the Board shall have an opportunity to ask questions of

the auditor and request further information about the audit

findings.

The school follows the same guidelines as the district policies

shown above and establishes their budget based on sound and

ethical fiscal practices that directly benefit students.

BP 3100, BP 3460,

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide

learner outcomes; the educational program and are safe, functional, and well-maintained.


The Co-Principals, Universal Support Staff, and Custodian

pride themselves on the condition and upkeep of the school

facilities and grounds. We want to create a safe, functional,

comfortable and inviting campus where students want to

attend every day. Campus beautification and improvement

have evolved over the last 10 years giving the students more


53

options for study, positive interaction and safety from outside

threats. The technology within the classrooms as well as the

wireless network access across campus was updated as

recently as this summer with access to wireless technology for

students.

Instructional Materials and Equipment

Indicator: The policies and procedures for acquiring and maintaining adequate instructional

materials and equipment, such as textbooks, other printed materials, audio-visual, support

technology, manipulatives, and laboratory materials are effective.


Prospect has always been included when textbooks and other

instructional materials are purchased for the comprehensive

high schools. We often have created our own courses and

received district support in obtaining the appropriate materials

for the classes. Technology has been a major focus on our

campus and we’ve often piloted hardware and software

programs for the district as we can implement on a smaller

scale before deploying to the rest of the district. This is

evidenced through the Odysseyware online curriculum that

was first used on our campus and is now a large component of

credit recovery classes across the district.

The Director of Alternative Education always provides

classroom budget monies for teachers to obtain subject

specific materials when needed. Rarely is a teacher told “no”

when they ask for something in the classroom.

Appropriate materials and

textbooks in classrooms, visible

technology throughout the

school, Credit Recovery classes

in the daily schedule.

Well-Qualified Staff

Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional

development of a well-qualified staff for all programs such as online instruction and

college/career.


All staff in OUHSD are expected and required to be qualified

to teach in their subject area. With the establishment of

NCLB guidelines, teachers have been assigned accordingly

and 95% of all core curriculum sections are taught by

qualified teachers. Resources to properly staff the school are

part of the overall district budget and is based on student

needs each year. There has been fluctuation in staffing and

that is due to staffing changes due to layoff or resignation.

Block schedules, Careers

outline,


54

The genral staffing of the school remains consistent when

assigning qualified staff to meet student need.

OUHSD is very supportive of professional development for

all staff, especially with the implementation of CCSS.

Teachers dealing with online curriculum have been trained on

numerous occasions and have met with Odysseyware

representatives to learn the latest updates and features of the

online program. Our Odysseyware expert has developed a

blended learning Careers class with the use of the online

software program.

Long-Range Planning

Indicator: The district and school’s processes for regularly and effectively examining a long-

range plan ensures the continual availability and coordination of appropriate resources supports

students’ achievement of the critical learner needs, the academic standards, college- and career-

readiness standards, and the schoolwide learner outcomes.


The district and school annually updated their long-range

plans to address student needs. OUHSD recently completed

the first district LCAP plan and focused on all district student

success. Prospect High School revisits the prior WASC plan

and updates the Single Plan for Student Achievement

annually. Revisions are based on data from student progress

and updated needs. Our general population demographic

makeup has not changed significantly as much as the

requirements for students to meet and the level of academic

need when students enroll.

Conclusions



OUHSD has developed the LCAP plan to address all student

critical learning needs in the entire district. Support for

alternative education programs is at a comparable level as the

comprehensive high schools. The mission states that

“OUHSD will provide a variety of quality educational

experiences for students of all learning styles, in a safe and

nurturing environment to prepare them to be critical thinkers

and consumers in the 21st century in a fiscally responsible

manner. Learning communities will provide programs and

experiences that promote academic achievement and personal

OUHSD LCAP & mission

statement


55

and social growth of every student.”




The support from the district bolsters our efforts to meet

critical learner needs. While we always feel we can improve

how we address student needs. It is evident that there is

sufficient support from the district office towards working on

the improvement.


Resources: Areas of Strength

Prospect High School has had the same principal in place for 13 years. Even though he oversees

a variety of programs, that consistency in vision and practice is considered a strength for the

school. The philosophy of this administrator is to support the district by providing a rigorous,

appropriate and relevant education for all students transferred to the program. Prospect High

School functions as an additional support program for students to reach their full potential and

graduate high school in an alternative education program. Due to the training and current

educational practices of the staff, student graduation numbers and students prepared for college

enrollment have increased. The district office prioritizes up to date professional development for

all teachers, especially in regards to meeting CCSS. Resources are specifically targeted for the

classroom supporting programs and students in many areas including updated technology,

educational experiences and up-to-date curriculum.


Resources: Areas of Growth

The school would benefit from further analysis of student data and evaluation of the various

programs in an effort to see what works and what areas need to be addressed. Continual

professional development needs to be a priority so that students are learning from the best

qualified staff using proven research-based strategies and technology.


56

Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that

supports the achievement of the academic standards, the college- and career-readiness standards,

and the school wide learner outcomes. Through standards-based learning (what is taught and

how it is taught), these are accomplished.

Current Educational Research and Thinking

Indicator: The school provides examples that document the effective use of current educational

research related to the curricular areas in order to maintain a viable, meaningful instructional

program the prepares students for college, career, and life.


As a staff we have daily structured meetings to address how

current educational research can be applied to student-related

behavioral issues and academic issues.

Thursdays we meet to discuss new technological advances in

education and possible ways to incorporate these technologies

into our academic curriculum.

On Fridays staff meet in collaborative groups to work on

academic and behavioral issues and implementation of

Common Core practices. This time is also being used to create

our mission, vision, goals and learning targets.

Careers Class prepares students for the adult working world

through speakers, resume writing, banking skills, career

exploration, interest surveys and work place professionalism.

Most of the staff has been trained in Common Core Standards

and are implementing these standards in their classes.

Carnegie Learning is our newly adopted math curriculum

(CCSS Approved). The program is a researched based,

common core curriculum that is being implemented in math

classes.

We are working with Dennis King through Solution Tree to

implement a professional learning community (PLC) at our

site. We are currently creating our mission, vision, goals and

learning targets.

Agendas from daily

meetings

Course outline from Careers

Course

District verification of

Common Core Training

including summer trainings

Student samples from

Carnegie Learning Math

Program

Common Core lesson plans

or student work showing

application of common core

principles

Vision statements and goals,

with collective

commitments

Student Prezis

Posters from the workshop

with Dennis King

Academic and College- and Career-Readiness Standards for Each Area

Indicator: The school has defined academic standards and college- and career-readiness

standards for each subject area, course, and/or program and, where applicable, expectations

within the courses that meet the UC “a-g” requirements.



57

Due to its status as a continuation high school, Prospect

coursework does not focus on “a-g” requirements. However

we do offer other courses that encourage students to explore

college and career options.

Odysseyware is an online learning program in which

students may gain credits in many curricular areas.

Odysseyware uses rigorous course content which is

preparing students for college curriculum and using

technology in an academic setting. Students work at their

own individual pace and pass quizzes and tests to show

mastery.

Students are required to take a 5 credit Careers class during

which they take career assessments, create resumes, learn

interview skills, etc.

We have several guest speakers from a variety of job fields

come to our school throughout the year and speak with our

students.

To assist students in preparing for post-graduation careers

we offer vocational classes including:

Landscaping, Foods, Bicycle Class & Parenting.

Students are offered opportunities to attend tours of Career

Tech programs at Butte College including:

Welding, Heavy Equipment, Law Enforcement, Fire

Academy, Nursing and Auto.

Print out of students and

class courses in

Odysseyware

List of guest speakers

Course syllabi for

vocational classes

Additional Online Instruction.


The Odysseyware program has helped many students

successfully complete credits at an accelerated rate.

Print out of test results and

credits earned

Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic

standards, the college- and career-readiness standards, and the school wide learner outcomes.


Careers course speakers combine knowledge of careers and

actual concepts and skills students must have to be

successful post-graduation.

Our math curriculum includes real life math problem

solving issues that enable students to be successful in post-

graduation settings.

Working with non-fiction texts in English, Social Studies,

Science and vocational classes promotes real life problem

solving skills.

List of guest speakers

Samples of student work in

Math, Careers, English and

Vocational classes

Samples of student work in

the Workability program

List of field trips

Student power point


58

Use of technical manuals in English and Vocational classes

prepares students for post-graduation life.

Workability program for SPED students exposes these

students to career options and career experiences.

Field trips to worksites and educational programs enable our

students to see job possibilities and to create post-

graduations plans.

Careers and English classes research college and career

goals through PowerPoint presentations, worksheets, class

discussions and field trips.

researching college and

career goals

Student Work — Engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of

student engagement in learning demonstrate the implementation of a standards-based curriculum

and the school wide learner outcomes.


Course offerings reflect the diverse educational needs of our

students. These include: SPED, ELD, CAHSEE Prep, Math

1 Readiness, Careers, and vocational offerings.

Mentoring of a small group of new teachers in the Fred

Jones Discipline Techniques allows new teachers to be

supported and creates some consistency in discipline

management techniques.

Teachers are beginning to implement Common Core

standards as shown by student samples.

Student work samples from

each class

Teacher meeting notes

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all

students through all courses/programs offered. The school examines the demographics and

situation of students throughout the class offerings. The school’s instructional practices and other

activities facilitate access and success for all students.


We are working within the PLC model to develop a more

rigorous, relevant, coherent and evidence-based curriculum

that spans all academic areas. Unit guides are being

developed to mirror common core standards and guidelines.

Our course offerings include classes that support post-

graduation needs including college and vocational skills.

Students have access to multiple field trips that are career

After school meeting

schedule

Unit Guides

Field trips offered

Careers speakers list


59

and college based, as well as many speakers that come to

our school and provide insight into different career fields.

Our course offerings include classes relevant to our

students’ needs including careers class, CAHSEE prep,

ELD, SPED, and vocational offerings.

Students are placed into classes based on their individual

subject requirement needs.

Students who have not passed the CAHSEE are placed into

English and/or Math intervention classes.

ELD students not passing the CELDT are placed in an ELD

class.

Additional Online Instruction


Odysseyware offers rigorous college prep courses. List of learning goals of the

curricular areas to show

rigor of courses

Integration Among Disciplines

Indicator: There is integration among academic and career technical disciplines at the school

and where applicable, integration of outsourced curriculum into the program so that curricular

integrity, reliability, and security are maintained.


Careers class integrates disciplines with guest speakers,

real-life knowledge and academic honesty.

Vocational classes including Bikes, Foods, Parenting and

Landscaping integrate real-life working skills with academic

knowledge.

Field trips to vocational/career tech departments in which

students gain real life exposure to training programs.

Course syllabi

Curricular Development, Evaluation, and Revisions

Indicator: The school assesses its curriculum review and evaluation processes for each program

area, including graduation requirements, credits, and homework and grading policies, to ensure

student needs are met through a challenging, coherent, and relevant curriculum. This assessment

includes the degree to which there is involvement of key stakeholders (governing board

members, teachers, parents, and students).


PLC groups are being developed to address this indicator.

Staff is being trained in MAP assessment with the goal of

Staff meeting notes

Student database created with


60

testing students twice a year to assess growth.

District has offered Common Core training by curricular

areas and is working to gain more Common Core materials.

CAHSEE prep classes are offered to students based on

CAHSEE scores.

Graduation requirements ensure students are involved with

pertinent curriculum to adequately prepare them for post-

graduation life.

Unit Guides state the goals and expected outcomes for each

unit of study with the corresponding standards.

Variable credits attained in six week increments provide an

indicator of student involvement and progress.

Staff discuss students’ “failing to progress” at student

success meetings each Tuesday and brainstorm appropriate

interventions such as counseling referrals, tutoring,

schedule changes and parent meetings.

Small class size encourages student participation and

student learning.

Homeless and foster youth are offered tutoring via School

Ties.

Prospect’s SPED para-educator provides one-on-one and

small group support to SPED students in mainstreamed

classes.

all students’ MAP scores

CAHSEE scores

Unit guides

Records of credit accrual on

transcripts

Policies — Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy, and coherency after

examination of policies regarding course completion, credits, grading policies, homework, etc.


Beginning implementation of knowledge and practices

learned in common core trainings.

Supportive administration provides teachers the opportunity

to research, create and/or purchase any necessary

curriculum for our unique population.

Computers and computer software are being upgraded and

tablets are on order as a classroom set.

(Some)Teachers integrate technology such as Power Point,

Prezi, and Google docs into their curriculum.

“Technology Thursday” meetings have been scheduled after

school to assist teachers to learn about the programs

available to them and their students.

3 sections of credit recovery are offered to expand course

offerings, offer a different modality for instruction, and

increase the use of technology in the curriculum.

Carnegie Learning

Training

English Language Arts

Common Core Training

Math Common Core

Training


61

Additional Online Instruction


Teachers are researching the possible web-based

individualized programs to enhance learning.

Math log-in

Articulation and Follow-up Studies

Indicator: The school articulates regularly with feeder schools and local colleges and

universities and technical schools. The school uses follow-up studies of graduates and others to

learn about the effectiveness of the curricular program


On-going communication with counselors and

administrators from the two district comprehensive high

schools from which our students transfer.

Reg-to-Go, Butte College, the local community college,

works with our site to enroll students in college.

Annual data provided by Butte College’s Reg-to-Go shows

participation in college enrollment and registration in

college classes.

Principal’s phone log

Academic Counselor’s log

of interaction with Butte

College including field

trips

List of students registered

at Butte College via Butte

College’s annual Reg-to-

Go participation report

Conclusions



Our school has a very strong commitment to our students

and their diverse needs. Vocational classes are pertinent to

our students’ vocational needs and goals. Our Academic

Counselor works tirelessly to assist our students in

continuing their education and transitioning to the

college/vocational setting.

We are in the process of implementing a system to

adequately measure our curriculum across the board to

ensure that what we teach is rigorous, relevant, cohesive

and in line with Common Core Standards. We are in the

beginning stages of PLC implementation and these deficits

will be addressed in these meetings. By creating SMART

goals, implementing MAP testing for all students and

creating learning targets, we will create a rigorous

academic environment both subject specific and school

wide.

Vocational class offerings,

Reg-to-Go paperwork


62



Findings

Our motto, A+B+C=Diploma,

Attendance+Behavior+Credits=Diploma identifies the

areas on which our school focuses. Many of our students

have been habitual truants, have had behavior issues and

are deficient in credits. We support and promote our

students and meet their needs in a variety of ways. Our

vocational and career classes meet the career and interest

goals of our students. The small class size allows students

to receive more academic support and promotes feelings of

belonging to the class and school. Having the academic

year divided into short six week blocks promotes student

success by attaining short term academic goals.

Supporting Evidence

Vocational class offerings,

academic calendar

showing block schedule


63


All students have equal access to the school’s entire program and assistance with a personal

learning plan to prepare them for the pursuit of their academic, personal, and career goals.

Variety of Programs — Full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic

college/career and/or other educational options. The school provides for career exploration,

preparation for postsecondary education, and pre-technical training for all students.


Students have the opportunity to explore several career

pathways through Careers class, vocational classes,

landscaping, Foods, Bikes, guest speakers, Reg-to-Go,

enrollment in Bridge Summer Class through Butte

College, Parenting, computer classes and field trips.

Due to a trimester schedule, students have the

opportunity to change classes three times a year and

explore more school offerings.

Credit recovery allows students a greater range of

curriculum choices and increasing credit accrual.

Career surveys

List of field trips

List of meals prepared

in Foods

Bikes class

Parenting curriculum

Pictures of landscape

projects

Student-Parent-Staff Collaboration

Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s

personal learning plan, and their college/career and/or other educational goals. (This includes the

evaluation of whether online instruction matches the student’s learning style.)


SPED students have annual meetings which include

parents and staff, a key component of which is to review

academic and behavioral progress, create new goals and

focus on transition to post-high school plans.

Aeries Parent Portal is designed to keep parents informed

of student progress.

Staff make calls home to discuss progress with parents

Transcripts are updated every six weeks which gives

parents, students and staff an indicator on student

progress.

Our counselor meets with every senior to discuss post-

graduation options.

Parents are informed of Career guest speakers, vocational

field trips and college enrollment workshops via school

newsletter, Facebook and Back to School Night. The

counselor collaborates with parents and staff regarding

IEP invites

Snapshot of parent portal

Phone log of teachers

calling home

Parent phone conference

Back to School Night

School newsletters

Facebook announcements

announcements


64

students’ career goals during phone conferences and

weekly staff meetings.

Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropriate changes in

students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.


At Prospect variable credits are awarded every six weeks

and classes change every 12 weeks. This gives students,

parents and staff an opportunity to evaluate the progress a

student is making towards graduation. For a student who

has not done well, this gives that student the opportunity to

have a fresh start. Students who have not met the credit

criteria meet with the vice principal and sign a credit

contract.

Prospect is beginning to implement MAP (Measures of

Annual Progress). Currently teachers are beginning the

initial step, which is to test all of our students. Testing will

be repeated at the end of the year to evaluate growth and

areas of deficiency. This data will be used in the future to

help choose classes, identify students more quickly who

need remedial help, and will be used by staff to increase

academic learning.

When a student finishes the credits in one class, they are

moved to a class in which they need credits.

Credit recovery is another opportunity for students to gain

variable credits through a computer program. It allows

students to work at their individual pace and gain credit in

classes that their schedule might not otherwise

accommodate.

After the initial senior meeting, our counselor meets

individually with students for a senior meeting follow up.

Together they analyze the transcript, CAHSEE scores,

FAFSA, credits needed towards graduation and

participation in the Reg-to-Go program.

Students’ class schedules and learning plans are changed

according to student performance in class, students’

CAHSEE and CELDT passage, and students’ graduation

and post-high school goals.

Snapshot of Aeries report

card

Trimester block schedule

Credit contracts with

Principal

Academic Counselor’s list

of class changes

Academic Counselor’s

senior meeting schedule

and list of topics

Snapshot of PHS

Facebook page with


reminder posts

MAP test report


65

Post High School Transitions

Indicator: The school implements strategies and programs to facilitate transitions to post

college, career, and other postsecondary high school options and regularly evaluates their

effectiveness.


Reg-to-Go is a program that facilitates the transition from

high school to college. Our Academic Counselor works

with the community college counselors to assist students in

completing the FAFSA form, initial class scheduling,

assessment and enrollment of our students at the local

community college.

Our Academic Counselor holds several senior meetings to

discuss academic honesty, financial aid, scholarships,

graduation requirements, and the Reg-to-Go program.

The Academic Counselor schedules and facilitates field

trips to tour vocational programs at Butte College including

the welding, nursing, EMT, law enforcement, fire academy,

heavy equipment and auto programs.

Careers speakers allow student the opportunity to learn

about new career options and ask questions of someone

working in the field of interest. (CCC, Army, Job Corp.)

SPED students participate in the Workability program and

have the opportunity to work a 100 hour job training

placement. SPED students also attend a Dept. of Rehab

presentation which explains possible career training and

career placement assistance.

Students complete career assessments, write resumes and

learn interviewing skills in Careers class.

Reg-to-Go workshop

attendance

Number of FAFSAs

completed

List of speakers that

visited our school last year

Workability/Dept. of

Rehab paperwork

Conclusions



Throughout the year, we are addressing career, college and

workforce options for our students, mainly through the

Careers class, field trips, career speakers, vocational classes

and our Academic Counselor’s work with Seniors and the

Reg-to-Go program. Students have the opportunity to take

the ASVAB which explores career options and student’s

inherent interests. Students also have the opportunity to

participate in the ROP programs. SPED students complete

career inventories, participate in a Workability workshop

Career class syllabus


calendar showing field

trips, career speakers and

meetings.

Dept. of Rehab folder

Workability paperwork


66

and a Dept. of Rehab presentation.




This criterion supports the identified critical learner needs

of increasing graduation percentage and attendance. The

curricular work done in vocational classes, and especially

Careers class and senior meetings, set our students up for a

successful transition into post-graduation goals. This is a

difficult transition and a critical juncture in which our

students often start to give up, not showing up to school

and not completing assignments. Our counselor diligently

calls and “finds” our kids and this interaction brings

students back to us and completing their work. Our

counselor meets with our seniors bi-monthly to encourage

them to complete credits, complete financial aid forms,

attend Reg-to-Go.

The hands-on activities in our vocational classes capture

the interest of some of our students who are not as

academically inclined and are not as interested in a college

program. These classes provide opportunity to acquire

vocational skills and provide impetus for further training.

Careers class assists students in making post-graduation

plans and exposes students to many field trips and hands on

opportunities. Students leave prepared with a resume, job

hunting/interview skills and with an understanding of

budgeting and long term planning.

The implementation of vocational courses, careers class,

career guest speakers and field trips provides students with

opportunities to explore post high school options and

motivates them to attend school, earn credits and graduate

in order to reach those goals.

We are dedicated to having students see the different

possible post-high school options as shown through the

number of guest speakers who come to our school.

Through discussions with our students these speakers show

our students a variety of options and possible career

choices available to them.

Careers course

assignments

Topics/Notes covered

during Senior Meetings

and list of attendees



67

Upon completion of the high school program, students have met all the requirements of

graduation and are prepared with success in college, career, and life.

Real World Applications — Curriculum

Indicator: All students have access to rigorous and relevant curriculum that includes real world

applications that will prepare students for success in college, career, and life.


All students are required to complete Career class prior to

graduation. This class teaches job hunting/interviewing

skills, resume building, budgeting, and career

interest/career planning.

Prospect has many course offerings including: vocational

classes, Odysseyware, ELD supports, Math 1 (algebra

readiness skills) and SPED classes/supports which support

and enhance student learning.

Students are offered vocational courses and ROP

enrollment to learn job skills. Students are required to

enroll in careers class to learn real world skills of

budgeting, job applications, resumes and interviewing

skills.

SPED students are eligible for Workability job placements

in the community.

Career/vocational field trips expose students to real world

training programs and expectations.

Classes involve real life learning applications. Math

classes incorporate problem solving situations utilizing

critical thinking and math skills. These problem solving

situations incorporate the Eight Standards for Mathematical

Practice.

English classes incorporate real life, relevant non-fictional

and technical reading and writing to persuade and inform.

Guest speakers provide students real world experiences

from adults in their community.

Careers class curriculum

Math problem-solving

assignment

English technical

assignment

Meeting Graduation Requirements

Indicator: The school implements academic, college- and career-readiness support programs to

ensure students are meeting all requirements, including the CAHSEE..


Prospect offers both Math and English intervention classes.

These classes are designed to support student learning and

teach the academic skills needed to pass the CAHSEE.

Credit Recovery class prepares students to use technology to

Class Syllabi

CAHSEE Scores

Student interview

Class schedules


68

gain academic competence.

Voluntary tutoring is available to our students with our para-

educator to have extra assistance in academic curriculum.

Reg-to-Go supports students in the college enrollment

process at our local community college.

Senior Meetings. Our counselor meets bi-monthly with

seniors and reviews all requirements for graduation, college

registration and other post-graduation options

Transcripts are reviewed for each student during scheduling

at the end of each trimester and also during

counselor/student meetings.

Academic Counselor reviews student transcripts to ensure

students are enrolled in the correct courses and receiving the

remedial support necessary to pass the CAHSEE.

Report cards and transcripts are mailed home to parents

twice a year.

Senior meetings agendas

Example of Sandy’s

tutoring (one week log of

students’ involvement)

Reg-to-Go activities

Conclusions



Over the past 5 years, the number of students enrolled in

Reg-to-Go has greatly increased. There has also been an

increase in the graduation percentage.

Performance feedback every six weeks

Remedial courses

Credit recovery

Trimester course schedule

Since not all parents have access to computers/Parent Portal,

Prospect could investigate the possibility of mailing home

transcripts and report cards more frequently, and possibly

offering transcript tutorials for students and parents.

Reg-to-Go records

Graduation documentation

(Ed. Data)




Math and English intervention classes have greatly

improved test passing rates.

Ed Data/Ask Susie

Principal’s phone log


69

Hiring a new principal allows us to address attendance and

behavior issues.

Helping students create career goals reduces anxiety about

graduating and motivates students to earn their high school

diploma so they can move onto new goals.

WASC Category B. Standards-based Student Learning: Curriculum:

Strengths and Growth Needs

Category B: Standards-based-Student Learning: Curriculum: Areas of Strength

Our greatest strength is that we cater to the diverse educational needs of our student population.

Our students are credit deficient and have limited exposure to post-high school opportunities.

Teachers and staff are student oriented and focus on creating and maintaining safe learning

environments, which are conducive for our students’ educational growth. Our variable credit

system enables students to attain credits, ensuring that they are on track to fulfill graduation

requirements and we provide our students with exposure to multiple post high school career

options that expand their realm of possibilities.

Category B: Standards-based-Student Learning: Curriculum: Areas of Growth

As a school we need evidence of academic rigor that is coherently taught across all curricular

areas. We need evidence of common core instructional strategies and standards being

implemented in curricular areas. We need MAP, or some such program, implemented school

wide so that we may assess academic progress and adjust our instructional practice and

curriculum accordingly. We also need to insure that students and parents understand and receive

frequent communication regarding students’ academic progress.


70

Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion

To achieve the academic standards, the college- and career-readiness standards, and the

schoolwide learner outcomes, all students are involved in challenging and relevant learning

experiences.

Results of Student Observations and Examining Work

Indicator: The school’s observations of students working and the examining of student work

provide information on the degree to which all students are engaged in challenging learning to

assist them in achieving the academic standards, the college- and career-readiness standards, and

the schoolwide learner outcomes. The school, particularly, has evaluated the degree of

involvement in the learning of students with diverse backgrounds and abilities and modified

approaches based on findings.

Findings

• All Prospect students enroll in challenging courses of study, which

meet and in some cases exceed academic standards and graduation

requirements specified by the Education Code. Prospect High School

graduates are required to complete 180 credits, including thirty-five

credits of English, twenty credits of Math, ten credits of P.E., five

credits of Health, twenty credits of Science, thirty credits of Social

Science (including World History, U.S. History, Economics and

Government), and ten credits of either Foreign Language or Visual

and Performing Arts (VAPA), ten credits of Career Technical

Education, and five credits of Careers. Homework, quizzes,

worksheets, projects, portfolios and end of semester exams are

aligned with the standards throughout the curriculum.

• In math, PHS has employed a number of programs. Recently we

purchased the licensing for iPass Math (an interactive internet-based

math curriculum to support CAHSEE Math and Algebra Readiness

courses) and anticipate using it this year and a comprehensive multi-

year math curriculum paced instruction (College Preparatory

Mathematics). Students identified as struggling are recommended

for enrollment in math intervention courses, and lunch time tutoring.

We also offer Odysseyware as an online credit recovery program in

which students can enroll in CAHSEE English and Math preparation.

• In English/Language Arts, all PHS students must complete an

autobiographical essay as part of their graduation requirement. We

also offer an English intervention course for students who have not

passed the CAHSEE.

Supporting

Evidence

See transcripts,

block schedules

and sample student

work from Math

and Credit

Recovery teachers.

See all

English

teachers for

sample

instructional

materials

and student

work

samples.


71

• PHS faculty and administration are currently redeveloping

assessments to align with Common Core Standards in language arts,

mathematics, science, social studies and visual arts. In addition, all

students in language arts and social science classes must complete

rigorous standards based essays to show CCS proficiency.

• Although only two years of math were previously required for

graduation, we will begin a 3 year requirement in 2015-16.

• All of our core classes provide standards based coursework

that challenges and prepares students for post-secondary

education and careers in technical fields.

• Each teacher analyzes student work samples and test

performance and makes necessary adjustments to

instruction/curriculum.

• OUHSD board policy for the district's selection process of

instructional materials has been strengthened. State Board of

Education (SBE) adopted instructional materials are selected

based on relevant current research and standards alignment.

• Our rigorous, standards based curriculum provides full

inclusion, sets high expectations for all students, including

those with learning disabilities.

• PHS provides students who do not pass the CAHSEE with

English and Math intervention classes, depending on their

individually assessed learning needs.

See Social

Studies and

Language

Arts

teachers for

student

work

samples


Findings

• Odysseyware, the online credit recovery program, has self-

contained pacing guides in each unit of study within a course. Due

dates are set by teachers according to when a student starts online

learning and is adjusted according to student needs for assignment

completion.

Supporting

Evidence

See Credit

Recovery class

syllabi

Student Understanding of Learning Expectations

Indicator: The students know the standards/expected performance levels for each area of study.

Findings

• Evaluations are based off student transcripts and Aeries. Teachers

Supporting

Evidence


72

inform students, verbally and via syllabus, about expectations

regarding credit earning or performance in each class. An example

would be: 5 assignment/tests at a proficiency score of 80% would

equate to ½ credit (Martin).

• Expectations regarding student performance are also continuously

made throughout the year during counselor/teacher/administration

conferences with students/parents, academic award assemblies, and

Back to School Night.

See class syllabi

Differentiation of Instruction

Indicator: The school’s instructional staff members differentiate instruction, including

integrating multimedia and technology, and evaluate its impact on student learning.

Findings

• Students have access to two computer labs and we are in the

process of acquiring 50 Google Chrome books.

• Teachers and students use Power Point presentations in class.

• Students utilize the Internet to research and complete projects and

term papers.

• Science students and teachers use Google Earth software to gather

and analyze data.

• Students will use iPass in math to prepare for the CAHSEE and to

assess math skills.

• Read 180 is a technology based program with a multi-disciplinary

approach used to improve reading skills.

• All Prospect classrooms are equipped with Smart Boards and Elmo

digital projectors.

Supporting

Evidence

See computer labs

and classroom

technology

Student Perceptions

Indicator Interviews and dialogue with representative students inform the degree to which

learning experiences are relevant in preparing students for college, career, and life.

Findings

• Each teacher conducts ongoing discussion to encourage feedback

Supporting

Evidence


73

from their students regarding class curriculum.

• A student satisfaction survey is given to students each year to allow

them the opportunity to give program feedback.

• Students give counselor ongoing verbal feedback regarding

classroom climate and curriculum in counselor-student conferences.

See student

satisfaction survey

Conclusions

Prompt: The degree to which this criterion is being addressed.

Findings

• Prospect does an adequate job of communicating academic

expectations to students via meeting with students/parents,

assemblies, back to school night, and school newsletters.

• Prospect provides challenging learning as evidenced by

implementation of curriculum aligned with common core standards.

Prospect will continue to make efforts to align curriculum with

common core standards.

• Prospect is currently planning on implementing MAP English/Math

assessments to collect data needed to place students in appropriate

classes.

• Teachers could explore use of survey monkey to get feedback from

students on classroom curriculum and climate. Prospect

administration could explore the use of survey monkey in

facilitating the school satisfaction survey.

Supporting

Evidence

Prompt: The degree to which this criterion impacts the school’s ability to address one or more

of the identified critical learner needs.

Findings

• The great majority of our students come to Prospect deficient in

credits for a myriad of reasons. Finding ways to encourage students

to achieve success in academic and behavioral endeavors (effective

communication, citizenship, critical thinking) is a vital part of our

continuing dialogue with them, utilizing all the tools at our

Supporting

Evidence


74

disposal: individually addressing needs, reviewing past successes

and struggles, encouraging changes that benefit them, helping them

maintain a strong awareness of their status with regard to

graduation goals and providing positive feedback reinforcement.

C2. Instruction Criterion

All teachers use a variety of strategies and resources, including technology and experiences

beyond the textbook and the classroom that actively engage students, emphasize higher order

thinking skills, and help them succeed at high levels.

Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based

instructional methodology, including the integrated use of multimedia and technology.

Findings

• Teachers make use of Smartboards, Elmo digital projectors, Power

Point, internet, You Tube, Google Earth, IPass, Read 180, and

Odysseyware in their use of instructional technology.

• Prospect provides experiential instruction to meet critical learner needs

such as an all school Thanksgiving dinner, Big Buddy reading program,

hands on trips to explore post high school Career Technical programs,

vocational courses such as Foods, Recycled Cycles and Landscaping.

• In spite of the emphasis on high stakes testing and the importance of

students learning the subject area content standards, teachers at Prospect

High school do provide their students with a variety of strategies and

resources beyond the textbook to engage students and to emphasize

higher order thinking skills. Prospect’s core curriculum is driven by

individual and disaggregated student assessment data, a thorough

understanding of the developmental needs of high school students, and

current research-based best practices.

• All Prospect teachers meet during a designated daily collaboration time

to develop strategies and curriculum that meet student needs, and that

are designated on their lEPs. Use of assessments for achievement in

Special Education (including standardized test scores, work samples

and class surveys) assist the team when placing students in the most

appropriate classes. All students move between regular education and

special education as needed.

• Accommodations and modifications are developed through a

Supporting

Evidence

Assessment

Data

CAHSEE

results

After School

Tutoring


75

collaborative effort of the members of the IEP team. Based on the

students' learning disability, performance and intelligence test scores,

classroom observations, work experience and performance history,

accommodations and modifications are put into place to help these

students succeed at higher levels.

• The diverse learning needs of all students are met through a standards

based approach and classroom assessments that monitor student

achievement. Teachers do use those assessments to differentiate

instruction or intervene; however, teachers use numerous other

resources and strategies to extend student success at high levels.

• Our ongoing staff collaboration provides opportunities to discuss and

evaluate our overall use of online instruction. A Prospect technology

questionnaire was distributed among all staff at the beginning of the

school year. Out of nine responses from the technology questionnaire,

five teachers said they use online instruction, 4 teachers said they do not

use online instruction. Teachers and staff said they used online

resources ranging from online worksheets and online test sites; college

enrollment; Odysseyware; Netflix and YouTube. Staff rated themselves

on the usage of technology in the delivery of curriculum (1 is

ineffective, 10 is highly effective). Four staff member rated themselves

as a 7, two staff member rated themselves as a 6, the remaining staff

rated themselves as a 3,4,8,10 (one staff member for each rating). We

clearly have staff members who see themselves as technology

competent, but need additional trainings. All staff stated they would

allow students to use a computer in a classroom; however a majority of

staff indicated they only have 0-2 computers accessible in their

classrooms.

• All Prospect teachers are currently working together to implement the

Measured Academic Progress assessment, which will help teachers

determine English Language Arts and Mathematics skill levels for new

and continuing Prospect students. The MAP assessment is online and is

the first step towards all teachers using a common online based

assessment. Two Prospect staff members have been assigned the task of

training staff on MAP implementation.

See WASC

Technology

Questionnaire

Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Findings

• Prospect High is a small campus with less than 150 students and 9

teachers. Due to the small campus and small class sizes (capped at 23),

Supporting

Evidence

Also see


76

teachers are more able to form relationships with their students and are

often more aware of the challenges students are facing in their personal

lives.

• All teachers at PHS participate as coaches in their own way. For

example, one teacher continuously reminds students not to lose their

transcripts; helps students read transcripts; explains the PHS graduation

status “number” (which is number of credits remaining in order to

graduate divided by the number of block remaining). Another teacher

uses his Drug and Alcohol counseling certificate to help students deal

with substance abuse issues, whether they be personal or familial

problems that affect their ability to succeed in the school environment

and beyond. One teacher works closely with a small group of students

to take pictures throughout the year and create an annual school

yearbook. Another teacher facilitates a Big Buddy program where

Prospect students visit a local elementary school and help students learn

to read. In addition, we have teachers who literally perform coaching

duties, such as, organizing softball and basketball activities with other

schools, since PHS does not have any official school sports. As

teachers, we see our coaching role to inspire, motivate, develop

academic and teambuilding skills, cooperative learning efforts, setting

and attainting of goals, and anything else we feel necessary for student

success.

question 11 on

the WASC

Technology

Questionnaire

Examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that

students organize, access, and apply knowledge they already have acquired; b) that students have

the tools to gather and create knowledge and have opportunities to use these tools to research,

inquire, gather, discover, and invent knowledge on their own and communicate this.

Findings

• Each teacher reviews their own student assignments and tests for

evidence of learning, concept mastery and critical thinking and makes

instruction/curriculum modifications as necessary.

Supporting

Evidence

See student

work samples

Additional Online Instruction: Comment on the effectiveness of reviewing student work online

and online communications to determine the degree to which students are analyzing,

comprehending, and conducting effective research.

Findings Supporting


77

• Student online work is evaluated for comprehension via quizzes.

Students must complete work and quizzes with an 80% in order to move

on to the next unit of study.

Evidence

See credit

recovery

policy

Indicator: Representative samples of student work demonstrate that students are able to think,

reason, and problem solve in group and individual activities, project, discussions and debates,

and inquiries related to investigation.

Findings

• Samples of student work indicates that students are engaged in group

projects, individual activities, class discussions/debate, research, hands

on experiments that promote critical thinking, effective communication,

responsible citizenship, reasoning and problem solving.

Supporting

Evidence

See student

work samples

Indicator: Representative samples of student work demonstrate that students use technology to

assist them in achieving the academic standards and the school-wide learner outcomes.

Findings

• Student work samples reveal student use of technology via Odysseyware

assignments/quizzes/projects, Power Point presentations, internet

researched projects, Read 180 assignments, Google Earth projects and

use of IPass.

Supporting

Evidence

See student

work samples

Indicator: Representative samples of student work demonstrate student use of materials and

resources beyond the textbook, such as use and availability of library/multimedia resources and

services; availability of and opportunities to access data-based, original source documents and

computer information networks; and experiences, activities and resources which link students to

the real world.

Findings

• Access to Art materials

• Access to computer labs

• Access to internet resources

• Access to Odysseyware curriculum

Supporting

Evidence


78

• Access to materials used in hands on vocational classes such as Foods,

Recycled Cycles and Landscaping

• Access to Career education via guest speakers and career-tech field trips.

• Access to technology based curriculum and instruction such as Power

Point, Read 180, Google Earth, Ipass, You Tube.

Real World Experiences

Indicator: All students have access to career awareness, exploration and preparation that may

include such activities such as job shadowing, internships, apprenticeship programs, regional

occupational programs, on-the-job training programs, community projects and other real world

experiences and applications.

Findings

• Prospect students have the ability to enroll in a county run ROP program

which offers a variety of career-tech programs which provide real world

training.

• Interested students are able to participate in a Big Buddy reading

program in which they visit a local elementary school and work with

younger students on improving their reading.

• The Academic Counselor facilitates tours of Butte College Career-Tech

programs with the purpose of encouraging students to enroll in post-high

school education leading to real world job training and experience.

• The Careers teacher invites 10-12 career guest speakers a year to speak

with Prospect students.

• Administration invites motivational speaker Kevin Bracey to speak with

Prospect students on a yearly basis regarding the importance of setting

goals and receiving high school diploma to the real world.

• The social studies department utilizes a variety of hands on and

interactive lessons in order to engage students in a multitude of historical

contexts.

• The Academic Counselor invites the military, CCC, Job Corp and other

Career Tech programs to speak to students about real world training

programs.

Supporting

Evidence


79

• The Special Education teacher works closely with Workability job

training program to offer vocational and job training opportunities for

Special Education students.

• Career Technical Education (CTE) classes such as Landscaping, Foods

and Recycled Cycles, have linked real-world problem solving skills to

ELA and Math standards. CTE uses CTE Online as a means of

reinforcing and re-teaching ELA and math standards.

·

• Visual and Performing Arts (VAPA) students have participated in

concerts, performances, local and regional art shows, state and national

competitions.

• Prospect Foods class provides students with “real life” work experience

that can be useful in outside job opportunities within the restaurant

industry, along with providing field trips to nearby culinary institutes to

examine educational possibilities. Students also participate in live

demonstrations to highlight skills and techniques learned in class.

• Students prepare employment applications, resumes, budgeting curriculum

and career assessments in Careers class.

• Students involved in Butte College Reg-to-Go program are assisted with

the real world tasks of completing the enrollment steps necessary to apply

to Junior Colleges and Career Tech programs (i.e., application, financial

aid, assessment, class registration).

• Students are assisted by the Academic Counselor to complete scholarship

applications to obtain the funding needed to pursue real world post high

school educational training.

Conclusions


Findings

• Prospect provides current curriculum via implementing curriculum

aligned with common core standards as well as using technology to

provide current instructional modalities.

• Prospect staff does an adequate job of coaching students in a variety of

Supporting

Evidence


80

ways in an effort to help them reach academic and behavioral success.

• Student work samples provide evidence of critical thinking, reasoning

and problem solving.

• Prospect provides hands on experiences outside of the textbook to create

learning opportunities for students.

• Prospect does an adequate job of providing real world experiences via

class curriculum, career tech field trips, big buddy reading programs,

career guest speakers, vocational classes, motivational guest speakers,

curriculum and projects with real world applications, ROP enrollment,

Workability, and scholarships.

• Due to the fact the Prospect students are not taking the correct classes to

go straight to a 4 year college, Prospect could further explore the

possibility of offering additional vocational classes for the purpose of

providing students the job skills needed to obtain employment in the real

world and possibly enter into post high school career training programs.

• Due to their typically being only one teacher per subject on campus,

Prospect could improve its efforts in analyzing student work samples

across the curriculum so that more than one teacher is providing

feedback on the quality of student learning in each subject.



Findings

• Providing current curriculum, using instructional technology, providing

learning via teacher coaching, using curriculum that encourages critical

thinking, and providing real world experiences to students all contribute

to the goals of helping Prospect students become critical thinkers,

effective communicators and responsible citizens. These efforts also

help support the efforts of improved attendance, CAHSEE passage,

increased credit earning, and increased graduation rates.

Supporting

Evidence

WASC Category C. Standards-based Student Learning: Instruction:


Category C. Standards-based Student Learning: Instruction: Areas of Strength

• Communication of academic expectations


81

• Use of technology and multimedia in instruction

• Use of curriculum and resources beyond the textbook

• Teachers encouraging student growth through coaching

• Real world curriculum and experiences

Category C. Standards-based Student Learning: Instruction: Areas of Growth

• Formalized process for assessing student feedback regarding classroom curriculum and

instruction

• Examination of student work by teachers across disciplines with the purpose of

evaluating student learning and critical thinking.

• Collection of performance data to better place students in skill level appropriate classes

(i.e. MAP)

• Increase number of vocational elective courses offered to emphasize job training.

• Continue to align curriculum to common core standards.

Category D: Standards-based Student Learning: Assessment and

Accountability

D1. Assessment and Accountability Criterion

Professionally Acceptable Assessment Process

Indicator: The school staff uses effective assessment processes to collect, disaggregate, analyze,

and report student performance data to all stakeholders.

Findings

● School database: AERIES

● School newsletter

● Back-to-school night

● Automated phone system

● Bi-monthly report to board of

trustees

● SARC reports available online

which collect, disaggregate, analyze,

and report student performance data

● Parent/Counselor/Principal

Conferences

● Parents can make use of Parent

Portal to see progress of their

students.

Supporting Evidence

● AERIES: attendance summary, transcripts

● Newsletter

● Bi-monthly report to trustees

● 2014 SARC report

● Automated phone system

● Transcripts

● Parent Portal

Basis for Determination of Performance Levels


82

Indicator: The school staff has determined the basis upon which students’ grades and their

growth and performance levels are determined and uses that information to strengthen high

achievement of all students.

Findings

● Student attendance percentages

calculated and reviewed every six

weeks.

● Grades are submitted every 6 weeks

and low level credit learners are

identified. As a result, classroom

placement and accommodation

changes are made.

● Effectiveness is identified by

formative and summative

assessments. Formative assessments

are used on a daily basis. Summative

assessments occur at the end of the

block and unit completion.

● Weekly collaborations resulting in

counseling referrals, IEPs, SSTs,

504s, schedule changes, tutoring.

● Transcripts every 6 weeks; first

period transcript review.

● On-going Algebra graduation

requirement.

● Students can earn approximately .5

credit per week in a block for a total

of 15 credits per block.

● CELDT results

● CAHSEE results

● 12 out of 15 credits earns honor roll

● 15 out of 15 earns Principal’s honor

roll

Supporting Evidence

● Transcripts

● Teacher assessments

(formative/summative)

● Weekly collaboration itinerary

● SSTs

● BSPs

● IEPs

● 504s

● Attendance reports

● Graduation Requirement Quiz/Facts

● Counseling referral

● Credits

● CAHSEE passage

● List of student honor roll and early release

list is available from Clerical Technician.

● Report cards reflecting credits earned

every 6 weeks

Additional Online Instruction :

Findings

● Odysseyware curriculum is

monitored and logged based on

individual student progress; tests are

Supporting Evidence

● Credit Recovery class syllabi.


83

administered only in the presence of

a teacher.

Conclusions


Findings

● Prospect does an effective job of

regularly analyzing student work

performance, student credit earnings,

CAHSEE passage, and attendance to

identify students in need of academic

and/or behavioral interventions.

Supporting Evidence

● AERIES statistical reports

● MAP

● Classroom student work samples

● Historical reports of attendance and

credit accrual



Findings

● Data gathered from formal and

informal assessments, as well as

MAP, allows staff to identify and

implement the interventions required

for students to increase attendance,

pass the CAHSEE, earn credits, and

ultimately graduate.

Supporting Evidence

● SARC reports

● Weekly suspension reports

● MAP

● Teacher formal and informal assessments

● AERIES


Teachers employ a variety of appropriate formative and summative assessment strategies to

evaluate student learning. Students and teachers use these findings to modify the

learning/teaching practices to improve student learning.

Appropriate Assessment Strategies

Indicator: Teachers use appropriate formative and summative strategies to measure student

progress toward acquiring a specific body of knowledge or skills such as essays, portfolios,

individual or group projects, tests, etc.


84

Findings

● Teachers utilize formative and

summative assessment practices

such as rubrics, tests, quizzes,

essays, group and individual

projects, research papers, daily

review, individual/class oral review,

exit slips, portfolios.

● Teachers align curriculum to state

standards in core subject areas.

● When ensuring the integrity of

assessment documents, the

Alternative Educational Clerical

Technician secures the CAHSEE in

the administration office behind

locked door and summative tests are

locked in file cabinets.

● Odysseyware tests are locked by

teachers and must be administered in

the presence of a teacher.

● Teachers are required to lock their

doors when not present in the

classroom to prevent the loss of

integrity of assessment and tests.

Supporting Evidence

● Student samples: rubrics, tests, quizzes,

essays, group and individual projects,

research papers, daily review,

individual/class oral review, exit slips,

portfolios.

● Locked file cabinets.

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student

achievement of the academic standards, the college- and career-readiness standards, and the

school wide learner outcomes, including those with special needs.

Findings

● All students require 5 units in

Careers to graduate.

● Odysseyware requires students to

pass with 80% proficiency.

● Students must fulfill credit

requirements of subject matter based

on successful passing of classroom

curriculum.

● Special Education teachers analyze

and assess students’ progress on an

Supporting Evidence

● Graduation/subject requirements

● Odysseyware report

● Student work samples: portfolios,

journals, and other

● CAHSEE scores


85

annual or as needed basis through

students’ IEP goals and objectives.

● Placement of students into English

and Math intervention courses is

based on whether they have or not

passed CAHSEE.

● Authentic assessments techniques

such as portfolios, journals,

culminating projects, student

critiques, work experience

performances assessments, and

general performance assessments are

used school-wide.

Additional Online Instruction :

Findings

● Odysseyware provides formative,

summative, and other online

assessments.

● Students are required to have 80%

passage of lessons, quizzes, and tests

in order to receive credit.

Supporting Evidence

● MAP results

● Odysseyware assessments

Curriculum-Embedded Assessments

Indicator: The school regularly examines standards-based curriculum-embedded assessments in

English language and math, including performance examination of students whose primary

language is not English, and uses that information to modify the teaching/learning process.

Findings

● Students collect and analyze data in

the following:

o Science: quantified data,

aggregate data, compare,

contrast and evaluate

data/results.

o Careers: students take career

assessments and give oral

Supporting Evidence

● Samples of Science and Career data use

and assessments

● ELA course overview

● CELDT scores

● MAP scores

● CAHSEE scores


86

presentations.

● MAP

● CAHSEE

● Students are identified as ELA

learners via CELDT and are

scheduled into an ELD course.

● Teachers evaluate student

performance on class assessments

and adjust instruction as necessary to

improve student mastery.

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based

on the academic standards, the college- and career-readiness standards, and the schoolwide

learner outcomes.

Findings

● Prospect consistently give students

feedback based on their behavior and

attendance.

● Students are given teacher award

certificates at the start of each new

block based on student achievement

results of the previous block.

● Students are given “caught doing

good” slips based on student

behavior.

● Teacher phone calls home to parents

and guardians regarding student

performance, attendance, and/or

behavior.

● Grades are dispersed every 6 weeks;

transcripts are distributed to students

by teachers.

● Teachers give feedback through

folder completion, journals, daily

bell work, and individual student

conversations.

Supporting Evidence

● Teacher samples of folder completion,

journals, daily bell work.


87

Modification of the Learning/Teaching Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and

changes in the curricular and instructional approaches to ensure students are prepared for success

in college, career, and life.

Findings

● Assessment data from weekly

formative assessments influence

subsequent week’s information; as a

result, instructional practice rotates

through multiple instructional

modalities of learning with visual,

auditory, manipulatives/kinesthetic.

● CELDT results used to place

students in ELD class.

● CAHSEE scores used to place

students in remedial intervention

courses.

● Discipline data: suspensions, ISS,

detentions are used to make schedule

changes, school placement decisions

and counseling referrals.

Supporting Evidence

● Samples of weekly formative assessments

● Weekly meeting itinerary

● CELDT results

● CAHSEE results

● Discipline referrals

● Counseling referrals

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting

the academic standards, the college- and career-readiness standards, and the schoolwide learner

outcomes.

Findings

● Staff meet weekly to discuss

students struggling with low

attendance, low work production,

behavior, and subpar credits.

● Use of AERIES provides accurate

data and statistics which teachers

and staff use to evaluate student

progress.

● Staff evaluate student attendance,

credit completion and CAHSEE

passage at the conclusion of each 6

Supporting Evidence

● Transcripts

● Attendance Reports

● Discipline Reports


88

week grading block in an all school

staff meeting.

Conclusions


Findings

● As a result of weekly staff meetings,

evaluation of CAHSEE, credits,

behavior, attendance data, utilization

of classroom formative and

summative assessments, as well

having secure access to summative

data, student progress is being

monitored and addressed.

● MAP data could be utilized to place

students in intervention classes.

Supporting Evidence

● Transcripts



● Samples of weekly formative

assessments





and assessments


● MAP results



● Odysseyware reports





portfolios.




Findings

● Having access to weekly

collaboration, utilizing student

formative and summative

assessments, CAHSEE passage,

credit completion, CELDT results,

Supporting Evidence

● Transcripts



● Samples of weekly formative

assessments


89

attendance, and consistent school-

wide communication, the staff are

able to work as a team to implement

interventions to increase student

attendance, CAHSEE passage, credit

earnings, graduation rates, and

improve behavior.





and assessments


● MAP results



● Odysseyware reports





portfolios.



The school with the support of the district and community has an assessment and monitoring

system to determine student progress toward achievement of the academic standards, the college-

and career-readiness standards, and the schoolwide learner outcomes.

Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of

student progress: district, board, staff, students, parents, and the business and industry

community.

Findings

● Awards assemblies are held every 6

weeks to recognize academic

achievements.

● Transcripts mailed out to parents twice

a year.

● Media reporting of scholarship

recipients and graduates.

● Parents monitor student progress via

the online parent portal.

● Bi-monthly reports to board regarding

student progress.

Supporting Evidence

● District website

● SARC Report

● Bi-monthly board report

● Newsletter

● Back-to-school night

● 504s

● IEPs

● SSTs

● Parent Portal

● Media coverage

● Weekly student concerns report


90

● Weekly Suspension Report distributed

by Principal.

● Student progress is discussed at all IEP

and 504 meetings.

● Staff meets weekly to discuss student

progress in the areas of behavior,

attendance, and credits.

● Newsletter communicates academic

achievements and overall student

progress to parents.

● Principal’s weekly suspension report

● School Accountability Report Card

posted to school website

● Discussion of student progress with

parents at Back to School Night and

parent conferences

● Administrative meetings with

Superintendent to discuss attendance

percentages, suspensions, and graduate

rates.


Findings

● Prospect students enrolled in online

classes have the same access to all

state mandated tests as all Prospect

students.

Supporting Evidence

● N/A

Reporting Student Progress

Indicator: There are effective processes to keep district, board, parents, and the business and

industry community informed about student progress toward achieving the academic standards,

the college- and career-readiness standards, and the schoolwide learner outcomes.

Findings

● Effectiveness is determined by the

following:

o Parent contact information is

up-to-date: such as email,

phone, and physical address.

● Awards assemblies are every 6 weeks

to recognize academic achievements.

● Transcripts mailed out to parents twice

a year.

● Media reporting of scholarship

recipients and graduates.

● Parents monitor student progress via

the online parent portal.

● Bi-monthly reports to board regarding

student progress.

Supporting Evidence

● AERIES

● Attendance sheet


● SARC Report


● Newsletter

● Back-to-School Night

● 504s

● IEPs

● SSTs

● Parent Portal

● Media Coverage



● Discussion of student progress with


91

● Weekly suspension report distributed

by Principal.

● Student progress is discussed at all IEP

and 504 meetings.

● Staff meets weekly to discuss student

progress in the areas of behavior,

attendance, and credits.

● Newsletter communicates academic

achievements and overall student

progress to parents.

parents at Back to School Night and

parent conferences

● Administrative meetings with

Superintendent to discuss attendance

percentages, suspensions, and graduate

rates.

Conclusions


Findings

● Staff attend a weekly student concerns

meeting.

● Prospect High School utilizes the

district website, SARC Report, bi-

monthly board report, newsletter,

student award assemblies, back-to-

school night, 504, IEP, SST, Parent

Portal, and media coverage to involve

and communicate student progress to

stakeholders.

Supporting Evidence


● SARC report


● Newsletter

● Student block awards

● Back-to-School Night

● 504s

● IEPs

● SSTs

● Parent Portal

● Media coverage




92



Findings

● Prospect’s ability to involve all

stakeholders in the monitoring and

communication of student progress

improves our ability to obtain the

support and resources needed to

improve student attendance, behavior,

credit earnings, CAHSEE passage, and

graduation rates.

Supporting Evidence

● AERIES attendance reports

● SARB letters

● Progress reports

● Parent portal

● Automated phone calls

● Weekly collaboration notes

● MAP

● CELDT

● Tutoring

● Counseling


The assessment of student achievement in relation to the academic standards, the college- and

career-readiness standards, and the schoolwide learner outcomes drives the school’s program, its

evaluation and improvement, and the allocation and usage of resources.

Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school program,

professional development activities, and resource allocations demonstrating a results-driven

continuous process.

Findings

● As a result of evaluating Prospect’s

assessment data, staff were trained in

implementation of MAP.

● Having evaluated school-wide

technology access, PHS has purchased

50 additional chrome-books to increase

student access.

● As a result of evaluation of student

performance assessment and attendance

data, PHS is in the process of

Supporting Evidence

● Transcripts and schedule changes

found with Clerical Technician

● Chrome-books

● PHS Mission, Vision, Goals

● Power Point for Mission/Vision

● Odysseyware license ware

● AERIES

● Dennis King itinerary

● Class syllabi


93

modifying its mission, vision, and goals

through use of professional consultation

with Dennis King via Solutions Tree.

● As a result of student credit deficiency,

Prospect purchased Odysseyware

licenses to provide students the

opportunity to earn credits via credit

recovery in order to meet graduation

requirements faster.

● Prospect uses CELDT results to place

students in ELD classes.

● Prospect Staff have participated in

numerous common core trainings to

prepare for the implementation of this

curriculum.

● Students struggling academically are

referred to counseling and/or lunch

time tutoring as needed.

● Teachers assess student learning and

intervention needs in Math and ELA by

utilizing tests, quizzes, and other

formative and summative assessments

covering class material. Students are

recommended for reading and math

classes based on CAHSEE scores and

through informal teacher assessments.

● Teachers and counselors recommend

student class changes based on

academic performance and student

needs.

● As a result of formal and informal

assessments of academic performance

and behavioral intervention,

teachers/administrators collaborate with

parents and students to create academic

schedules that best meet the needs of

students.

● Vocation and career courses have been

developed to meet critical learner needs

● Sample tests and quizzes

● Elective courses

● Sample of modified content to suit

student needs


94

and provide career readiness skills to

students.

Conclusions


Findings

● Prospect uses assessment data to drive

decisions. Resource allocation

regarding curriculum, professional

development, class schedules,

counseling referrals, placement in

intervention classes, referrals to

tutoring services.

● After examining Prospects current

assessments, Prospect needs to invest

more time and resources into on-site

math and reading assessments.

Supporting Evidence

● Sample evidence of communication:

o Emails

o Referrals

o Dates/Notes from Psychologist



Findings

● Using assessment data to drive

decisions and resource allocation

improves our ability to increase credit

earnings, attendance, behavior,

CAHSEE passage and graduation rates.

Supporting Evidence

● Elective courses/core subject needs

● Additional technology (chrome-books)

● Common Core trainings

● Other staff trainings

WASC Category D. Standards-based Student Learning: Assessment and Accountability:


Review all the findings and supporting evidence regarding the extent to which each

criterion is being addressed. Then determine and prioritize the strengths and areas of


95

growth for the overall category.

Category D. Standards-based Student Learning: Assessment and Accountability:

Areas of Strength

● Every six weeks students are provided transcripts and grades which give feedback

on academic performance.

● Students are referred to SST, IEP, and 504 meetings in order to meet individual

learner needs.

● Teachers utilize formal and informal assessments and observations

● Prospect High teachers use formative and summative assessments results to

modify core class content to meet student learner needs.

● All staff utilizes AERIES, as well as consistently collaborates, in order to increase

student attendance; staff employs consistent and timely communication with

parent/guardian in order to increase student attendance.

● Students who have not passed the CAHSEE are identified and the information is

aggregated to teachers, parents, and students.

● Use of CAHSEE passage for placement in intervention classes.

● Use of CELDT for ELD class placement.

● Use of credit data to make changes to class placement and refer students to

counseling and tutoring services.

● Use of attendance data to refer students to SARB, make attendance phone calls,

and home visits.

● Use of formative and summative in class assessments to make adjustments to

curriculum instruction and referrals as needed.

Category D. Standards-based Student Learning: Assessment and Accountability:

Areas of Growth

● As Prospect continues to enroll younger students, it needs to evaluate the need to

increase the number of remedial/intervention courses available to students in the

course schedule.


96

● Prospect needs to select and implement a site wide reading and mathematics

assessment to help more accurately identify students in need of intervention.

● Utilize the MAP assessment software to identify student needs in association

with grade level appropriate academic content in Math and English.

o Utilization will include bi-annually streamlining of students into remedial

courses based on MAP assessment data.

● Development of universal grading rubric, pre and post subject area assessment

determining growth, checking on a cross-board grading policy, utilization of

MAP data to create ability level separation in Math and English.

● Utilization of pre and post unit assessments for Math and English classes.

● Posted daily objective and learning targets.

● Identify ways to inform parents in regards to their student’s academic success,

such as an automated phone call.


97

Category E: School Culture and Support for Student Personal and Academic

Growth

E1. School Culture and Student Support Criterion

The school leadership employs a wide range of strategies to encourage family, business,

industry, and community involvement, especially with the learning/teaching process.

Indicator: The school implements strategies and processes for the regular involvement of

family, business, industry, and the community, including being active partners in the

learning/teaching process for all programs. The school involves parents of non-English speaking,

special needs and online students.


Prospect High School staff currently makes attempts to

involve family and community of all students (including non-

English speaking, SPED) in the following ways:

● Quarterly school newsletter mailed out to parents.

● Prospect website

● Prospect Facebook Page continually updated to relay

important school information to students and families

● Prospect Parent Portal

● Back to School Night

● Automated telephone messaging system

● Monthly district board meetings

● Invitation for parents to serve on school site council

made at Back to School Night and in school newsletter

● Student/Parent Handbook posted on Prospect’s

website

● Teacher phone calls home, including ELD and SPED.

● Counselor parent conferences and phone calls for all

students, including ELD and SPED.

● Principal-parent conferences and phone calls for all

students, including ELD and SPED.

● Translation of school documents as needed for non-

English speaking students

● Bilingual staff present at meetings with non-English

speaking families

● Student Study Team meetings

● 504 meetings

● IEP meetings

● Donation request letters mailed to local organizations

and businesses.

● Invitations to community members to serve as career

guest speakers.

School newsletter can be

obtained from Alternative

Education Director.

Parent Portal information can be

obtained via Clerical

Technician.

Board meeting notes can be

obtained from district office.

504 records can be obtained

through the counseling office.

IEP records can be obtained

through school psychologist or

SPED teacher.

Donation letter can be obtained

in school counseling office.

Guest speaker email invitations

can be obtained via careers

teacher and Academic

Counselor.


98

Use of Community Resources

Indicator: The school uses business, industry, and community resources to support students,

such as professional services, business partnerships, guest speakers, job fairs, field trips to local

employers, and evaluation of student projects and classroom presentations.


● Teacher led community based educational field trips

● Donation letter distributed to local agencies for

donation of personal supplies for students in need.

● Every 15 Minutes Program

● Annual softball tournaments with neighboring

continuation high schools.

● Up to 15 Career guest speakers a year are invited from

the community by Careers teacher and Academic

Counselor to present to students.

● Academic Counselor facilitates Career-Tech

presentations throughout year by military, CCC, Job

Corp, etc.

● Academic Counselor facilitates field trips to tour Butte

College Career Tech Departments (i.e., Nursing, Law

Enforcement, Welding, Auto, Cosmetology, Heavy

Equipment, Fire Academy).

● Academic Counselor works closely with Butte College

to facilitate an annual Reg-to-Go program which

supports all Prospect graduates with college

enrollment, application, assessment, orientation, class

registration and financial aid.

● OUHSD contracts with BCBH Victor Counseling

Services to provide individual and group counseling to

Prospect students.

● OUHSD employs a full time Social Worker to work

support the counseling programs at each of the 3 high

schools. The Social Worker is employed at Prospect

High one day a week.

● Prospect makes use of the HERE program or School

Resource Officer for students expressing suicidal

ideation.

● Prospect Academic Counselor works closely with

School Ties to assist homeless youth acquire bus

passes, backpacks, housing information, tutoring and

food services.

● Academic Counselor works with BCOE to facilitate

student ROP program enrollment.

● Academic Counselor works with Boys and Girls Club

director to inform students about the program and

provide after school transportation to the program.

Butte College Career Tech field

trips, community donation

information, on-site Career-tech

presentations, and Reg-to-Go

information is available in

Academic Counselor’s office.

Softball tournament and Career

class guest speaker information

can be obtained from Careers

teacher.

Victor Counseling Services

contract information is available

via OUHSD Director of

Education.

School Ties information is

available in Academic

Counselor’s office.

ROP information is available

via Academic Counselor.

Boys and Girls Club

information is available via the

Academic Counselor.

Scholarship information is



Big Buddy reading program

information is available via

SPED teacher.


99

● Academic Counselor works with community

organizations and businesses to offer Prospect Seniors

community based scholarships.

● Teachers enroll students in community based contests

(i.e., Art, poems, short stories).

● SPED teacher works with OUHSD elementary schools

to facilitate a big buddy reading program.

● Administration invites Kevin Bracey, student

motivational speaker, to do an assembly presentation

to Prospect students each year.

● OUHSD contracts with a local yoga instructor to

provide once a week yoga classes to interested

Prospect students.

● Academic Counselor and social worker distribute

donation letters to local organizations to get supplies

and clothing for students in need.

Information regarding Kevin

Bracey presentation can be

obtained via Alternative

Education Director.

Yoga sign up sheets available in


Donation letter available in


Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student

achievement of the academic standards/school-wide learner outcomes through the curricular/co-

curricular program.


● Parents invited via school newsletter and Back to

School Night to participate in school site council and

review academic standards/school wide learner

outcomes/curricular program/SARC/WASC.

● Student transcripts mailed out to parents twice a year.

● Letters mailed home to parents regarding CAHSEE

passage.

● Letters mailed home to parents regarding CST

passage.

● Prospect SARC updated and posted to Prospect

website.

● When CST testing was in effect, students were

rewarded with credits on transcripts for improved

CST/STAR performance.

● Student academic achievements outlined in school

newsletter.

● Student academic achievements highlighted at

monthly board meetings

● Student academic achievements posted to Prospect’s

Facebook page.

● Student academic achievements and expectations

School Site Council information

available from Principal.

Report card, transcript,

CAHSEE, CST information

available from Clerical

Technician.

SARC, school newsletter and

board meeting information

available from Alternative

Director of Education.

Award assembly information


100

discussed with parents at Back to School Night.

● Student academic achievements celebrated with school

community at 6 week block assemblies (i.e., honor

roll, principal’s honor roll, student of the block, most

improved student, best new students, students with

high credit achievement in individual classes).

● Parents can monitor their student’s attendance and

academic progress via the online parent portal.

available from Clerical

Technician and Principal.

Instructions for accessing the

parent portal are available at the

OUHSD website.

Conclusions



● Prospect makes a variety of attempts to involve family

and community in the learning and teaching process,

makes extensive us of community services, and

communicates student academic achievement to

family and community in a variety of ways.

● Given that many household do not have

computer/internet access, Prospect could investigate

the possibility of mailing home transcripts and report

cards more frequently than twice a year.

● Prospect could develop a transcript tutorial to help

students and parents understand how to read a

transcript.

● Prospect could establish the process of using 1st period

homeroom to have teachers review student transcripts

and answer any questions at the end of each 6 week

grading period.




Prospect’s ability to involve family and community in the learning process, make use of

community resources, and communicate student achievement has a substantial impact on our

ability to gain the support and resources needed to make sure students are attending school

consistently, completing the credits needed to graduate, maintaining the behavior required to stay

in class/school, understanding the importance of standardized testing, ensuring career readiness,

and understanding the support services available.


101

E2. School Culture and Student Support Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is

characterized by trust, professionalism, high expectations for all students, and a focus on

continuous school improvement.

Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe,

clean, and orderly place that nurtures learning, including internet safety.


● A Universal Support Staff is employed at Prospect

full time to provide supervision of students and

troubleshoot problems that arise on campus. Duties

include cleaning up debris, landscape maintenance,

moving equipment, bringing campus safety issues to

the attention of administration, intervening with

students leaving campus without permission,

preventing and intervening with physical altercations

on campus.

● A district employed School Resource Officer is

contacted for support when additional intervention is

required.

● Prospect employs a full time janitor to complete daily

cleaning duties after school hours.

● To protect the safety of our students, an internet policy

is in effect. Before students are allowed to use the

internet, they must have a signed permission form

from their parents or guardians. The form outlines

student behavioral expectations as well as the

protection measures PHS uses, such as blocks and

filters. Students are asked to read and sign internet

usage contracts at the start of each school year.

● Prospect’s discipline policy outlines education codes

and gives clear descriptions of consequences for

students engaging in unsafe behavior on campus.

Students with discipline issues receive several

interventions to modify behavior such as parent

conferences, counselor meetings, counseling referrals,

community service, teacher detentions, In School

Suspension, and off site suspension.

● Prospect schedules regular fire, earthquake and lock

down drills in order to prepare staff and students on

how to stay safe during an emergency.

● Each Prospect staff has a portable radio available in

their class/office for use in emergency situations.

Internet usage contracts

available via Clerical

Technician.

Discipline policy/education

code is available via Principal.

School Safety and drill

information is available from

Principal


102

● Character development is important to our staff and is

implemented throughout the school via the posting of

character words/phrases throughout campus and verbal

prompts from staff to keep language and behavior

respectful. Character development curriculum is also

implemented in the Prospect’s Jump Start class.

Character development

curriculum is available via the

Jumpstart (Health) teacher.

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an

environment that honors individual differences and is conducive to learning.


● Prospect communicates concern by offering free

personal counseling services via contracts with Victor

Services (for Medi-Cal eligible students) and referrals

to the School Psychologist and Social Worker (for non

Medi-Cal students).

● Prospect communicates caring by intervening with

students who choose to engage in behavior that

diminishes the school culture and learning

environment. Interventions might include parent

conference, community service, counseling referrals,

detention, In-School Suspension, or off campus

suspension.

● Prospect communicates caring by providing holiday

celebrations on campus such as serving Thanksgiving

Dinner to all students.

● Prospect communicates caring and concern for

students by facilitating a variety of fun extracurricular

school events (see complete list of extracurricular

activities below in section E3 and E4 “Co-curricular

activities”).


students by conducting a weekly meeting in which

students in need of intervention are identified and

referred to appropriate services.

● Prospect communicates caring by identifying all

homeless students and working with organizations like

School Ties to provide needed services.

● Prospect communicates caring by seeking donations

from local organizations to help students in need of

clothes, shoes, hygiene products, backpacks, and bus

passes.


students by providing a number of incentives for

students showing excellent behavior, attendance,

Counseling referral forms are



School Ties and homeless

services information available

via Academic Counselor.

Incentive and reinforcement

information can be obtained via

the Clerical Technician or

Principal.


103

credit earnings.

○ Certificates and candy bars for students with

perfect weekly attendance.

○ Lunch with Principal for students with perfect

attendance for an entire 6 week block/grading

period.

○ Students achieving top credits in their classes

receive certificates of achievement from each

teacher at end of block award ceremonies

every 6 weeks.

○ One male and one female student are awarded

with Most Improved, Best New, and Student of

Block (MVP) at each end of block award

assemblies.

○ Students earning 12.5 credits (out of 15) are

rewarded with a Honor Roll certificate of

achievement and given a Prospect t-shirt from

the Principal.

○ Students earning 15 credits (out of 15) are

rewarded with a Principal’s Honor Roll

certificate of achievement and a Walmart gift

card.

○ Students earning 12 or more credits per each 6

week grading period (or a combined total of 24

credits in a 12 week trimester) are rewarded

with an “early release” incentive in which they

are released to break 3 minutes early and

released to lunch 5 minutes early each school

day.

○ When staff notice a student engaging in

positive behavior they send that student to the

Principal’s office to pick something out of the

prize treasure box.

○ When staff notice a student going far above

and beyond they issue a student a positive

referral and the student is called in by the

Principal for a verbal appreciation, candy or

drink, and positive phone call home to parent.

○ Students with good attendance, behavior, and

credits are given priority when selecting

students to attend fun, off campus events/field

trips.

○ When CST’s were given, students were

rewarded with subject credits for improving

their CST scores by one level from the

previous year (for each subject tested).


104

○ Students receive a BBQ following each

CAHSEE administration to reward their

CAHSEE efforts.

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect, and professionalism.


● Prospect staff have posted meeting norms in place that

help create a safe, respectful, trusting professional

atmosphere. Meeting norms encourage staff to use

respectful tones of voice, to respect start/stop times, to

stay on topic, to remain engaged and present, to

resolve issues or assign a squeaky wheel to follow up,

to identify a meeting leader, to provide a streamlined

agenda, to take meeting notes, and to hold each other

accountable for behavior violating agreed upon norms.

● Prospect staff also have posted break room norms that

help maintain a safe, respectful, professional, trusting

atmosphere in the common break area. Break room

norms encourage staff to refrain from work/student

talk after the first 5 minutes, to be the change we want

to see on campus, to not speak negatively of staff if

they are not in the room, to go directly to the staff we

have an issue with for a resolution, to brainstorm

solutions versus venting, and to share positive

information.

● Prospect provides in-house team building exercises

throughout the year with the goal of increasing trust,

respect, and team work among staff.

● Prospect staff meet every day after school for 30

minutes to ensure we are engaging in a level of

communication and collaboration necessary to

adequately serve our students.

● Prospect staff treat students with respect and make

genuine attempts to form relationships with students.

● Prospect administration and staff encourage students

to treat each other and the staff with respect and

reinforce this behavior with “positive referrals” and

“caught being good” slips.

Meeting norms can be found in

Principal’s office.

Staff break room norms can be

found posted in staff room.

Staff team building information

can be found via PE teacher and

Principal.

Caught being good slips and

positive referrals can be

obtained from Clerical

Technician’s office.


105

Conclusions



● Prospect has taken the time to put norms, clear

behavioral expectations, and reinforcement systems in

place to ensure a trusting, respectful, professional

atmosphere. In this trusting atmosphere, staff are able

and willing to speak up when norms are not being

followed.

● Prospect has allocated resources needed to provide a

safe/clean campus.

● Prospect demonstrates caring via activities

reinforcements and services provided to students.




● Developing a safe, caring, respectful, trusting school

culture allows staff to function as role models for

students, allows staff to gain student trust, allows

students to focus on learning, and creates an

atmosphere which enables staff to work together as a

team to brainstorm on how to best address issues of

student attendance, student behavior, student

performance on standardized testing, student credit

attainment, and ultimately graduation rates.


106

E3 & E4. School Culture and Student Support Criteria

All students receive appropriate support along with an individualized learning plan to help

ensure academic and college- and career-readiness success.

Students have access to a system of personal support services, activities, and opportunities at the

school and within the community.

Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support

students in such areas as health, career, and personal counseling and academic assistance,

including an individualized learning plan.

Indicator: The school demonstrates direct connections between academic standards, college-

and career-readiness standards, and school-wide learner outcomes, and the allocation of

resources to student support services, such as counseling/advisory services, articulation services,

and psychological and health services, or referral services.

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop personalized

approaches to learning and alternative instructional options which allow access to and progress

in the rigorous standards-based curriculum. Examples of strategies include: level of teacher

involvement with all students, a curriculum that promotes inclusion, processes for regular review

of student and school-wide profiles, and processes and procedures for interventions that address

retention and redirection.


● Prospect offers a variety of individual services to assist

students in the areas of health, career, personal

counseling and academics.

● 504 plans are created for all qualifying students. These

plans address a variety of disabilities and health

concerns. 504 plan accommodations are

communicated to all teaching staff and implemented in

each class.

● IEP plans are created to insure the success of all SPED

students at Prospect High.

● Prospect uses AERIES to track student health

concerns and, when necessary, Prospect staff consult

with the district school nurse regarding health

concerns and student health plans. Students must have

their parents write down all health concerns, and

medications taken, on permission slips prior to

504 plan information can be

located in Academic



107

attending any off campus events. First aid supplies are

accessible on campus.

● Students are required to complete 5 credits of Health

curriculum during which they learn about healthy

lifestyles and the negative consequences of drug use.

● Prospect Social Worker distributes donation letters to

local organizations, and distributes donated clothing,

hygiene and health products (Lice kits, etc.) to

students in need. Academic Counselor works closely

with the School Ties program to provide backpacks,

bus passes, tutoring, housing and food services for

“homeless” students.

● Prospect Careers teacher invites 10-12 community

members a year to serve as career guest speakers.

● All Prospect students are required to enroll in a 5

credit Careers class in which they learn about

interview skills, learn how to write a resume, learn

how to budget money, and take a career assessment to

determine which types of careers would be a good fit

for their strengths and interests.

● Prospect offers three sections of an online credit

recovery class via Odysseyware software to support

students in working ahead at their own pace to catch

up on credits needed to graduate. Students may also

log in and work online from home to earn credits.

● The Academic Counselor organizes approximately 6

field trips to Butte College to tour various Career-

Tech/Vocational programs (i.e., Law Enforcement,

Fish and Game, Fire Academy, Auto, Welding, Heavy

Equipment, Nursing, etc.)

● The Academic Counselor screens all students in need

of mental health counseling and makes needed

referrals either to Butte County Victor Counseling

services (if the student has Medi-Cal) or to the School

Psychologist/School Social Worker for weekly

counseling appointments (students without Medi-Cal).

Student receive these counseling appointments during

the school day.

● Academic Counselor or administration contacts the

School Resource Officer if a student appears to need

to be placed on a 51-50 and assessed for suicidal

ideation/intent/plan.

● The Academic Counselor facilitates a yearlong Reg-

to-Go workshop program with Butte College to

support all interested Prospect graduates to complete

each step of college enrollment including application,

Donated supplies can be

accessed via Academic

Counselor or Clerical

Technician.

Career guest speakers and

Career curriculum can be

accessed via the Careers

teacher.

Information regarding the

Credit Recovery program can

be obtained via Credit Recovery

teachers and Director of

Alternative Education.

Career, college, personal

counseling and individual

academic counseling materials

can be found in Academic



108

assessment, orientation, class registration and financial

aid.

● The Academic Counselor provides individual

academic counseling to all Prospect students 3 days a

week to assist students with class schedules, signing

up for night classes/summer school, analyzing

transcripts, helping students determine a timeline for

graduation, discussing career goals, supporting

students with college enrollment, scholarships, and

504 plans.

● Teachers invite students to connect with them before

school, at lunch, and after school to receive any

additional instruction they may require to be

successful in class.

● A Para-educator is available on campus to assist in

classrooms where student need is high. This Para-

educator is also available to assist students at lunch

with academic tutoring and CAHSEE preparation.

● A School Ties tutor is available all day every Friday to

provide tutoring services to homeless youth

(McKinney Vento).

● Prospect staff continually provide student

accommodations and modifications, and

environmental alterations in order to include and reach

all students. Students are allowed to request to work

outside the classroom when possible, students are

given alternative assignments, students are offered one

on one support needed to complete assignments,

students are offered incentives and rewards for on task

behavior and work completion.

● Prospect offers 2 sections of English Intervention and

one section of Math Intervention for students who

need extra assistance in these subjects. Students who

have not yet passed the CAHSEE are automatically

enrolled in these intervention classes.

● English learners are placed in an ELD class based

upon qualifying CELDT scores.

● Parent-teacher phone conferences, SST meetings, and

counseling referrals are conducted to address

interventions needed for students who are not

currently succeeding in the classroom.

● An Independent Study Program is offered to students

who are more academically successful in a one-on-one

setting offering a more flexible daily schedule. In

addition, students with health issues that interfere with

their ability to attend school can enroll in Prospect’s

Tutoring information is

available from Para-Educator or

Academic Counselor.

Remedial Math and English

curriculum can be obtained

from Eng. 10 and Math

teachers.

CELDT scores and ELD

enrollment are available from

the Clerical Technician.

Information regarding

Prospect’s Independent Study

and Home Hospital Program

can be obtained from the

Alternative Education Director.


109

Home Hospital Program. Home Hospital teachers act

as a liaison between home and school by collecting

homework from school staff, meeting with the student

at home to complete the work, and returning the work

to the school so that students stay caught up on their

work during their illness.

● Prospect High participates in Medi-Cal Administrative

Activities (MAA). Staff track Medi-Cal associated

activities such as informing students regarding Medi-

Cal Services and connecting students to these services.

Through staff reports of Medi-Cal activity, money is

reimbursed to the district from Medi-Cal

Administration.

MAA information can be

obtained via the MAA

coordinator at the OUHSD

District Office.

Support Services and Learning

Indicator: The school leadership and staff ensure that the support services and related activities

have a direct relationship to student involvement in learning, e.g., within and outside the

classroom, for all students, including the EL, GATE, special education, and other programs.


● Prospect’s support services are offered to students

with the goal of meeting students’ basic needs and

giving them an outlet for emotional needs, so that

during class time they are more able to focus on

learning and academic success.

● Students who have not yet passed the CAHSEE are

scheduled into remedial English and Math classes.

● Prospect is currently formulating a plan to give the

MAP assessment to all Prospect students during the

14-15 school year in order to better identify students in

need of English and Math intervention.

● In Prospect’s adopt-a-senior program, students on

track for graduation are assigned to a particular teacher

who is responsible for checking in with the student

and providing extra support.

● Prospect holds a student success meeting every

Tuesday to discuss students who are not thriving

academically or behaviorally. During this meeting

teachers share strategies that have been successful for

them, counseling referrals and SST referrals are made,

and referrals are made to the principal for parent

conferences and/or disciplinary interventions.

● Staff send out group emails regarding students not

making academic progress to compare and contrast

how students are performing from one class to the next

Student Success meetings

agendas are available from the

Principal.


110

and to brainstorm on what interventions might be

successful.

● SST, 504 and SPED meetings are held to address the

individual learning needs of students who qualify.

● Students falling off track for graduation can sign up

with the Academic Counselor to enroll in a section of

Credit Recovery, enroll in semester long night classes

via Oroville Adult Education, or enroll in Summer

School via Oroville Adult Education.

● Student struggling with personal issues that are

interfering with learning are discussed at staff

meetings and referred by the Academic Counselor for

mental health services for Victor Counseling or the

School Psychologist/Social Worker.

● Students earning below average credits are identified

at the end of each 6 week grading period and offered

tutoring and/or counseling support if needed.

● Students falling behind in classes are referred to lunch

time tutoring with the Para-educator.

● Teachers refer students to the Academic Counselor for

a class change when a teacher suspects that a student is

enrolled in a class that is an inappropriate match for

their skill level or when peer conflicts are interfering

with a student’s ability to focus on academics.

● Students who are not living with parents or legal

guardians are identified at the start of the school year.

The Academic Counselor works with these students to

insure that they are identified as “homeless” or

“McKinney Vento” in AERIES, that they receive free

lunches, that they have access to a new backpack, that

they receive a city bus pass to meet transportation

needs, that they have access to tutoring services and

that they have access to donated hygiene and clothing

products.

Eligibility criteria for

McKinney Vento students can

be obtained from the school

counseling office.

Equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant, and coherent curriculum. Schools

regularly examine the demographics and distribution of students throughout the class offerings

(e.g., master class schedule and class enrollments) and the types of alternative schedules

available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional

school day).


● Prospect is a small campus with approximately 130

students and 9 teaching staff. Due to the limited


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number of course offerings, and partial credits

awarded, Prospect’s Academic Counselor individually

creates a schedule for each student after analyzing

each student’s transcript. This process ensures that

each student is enrolled in classes needed to meet

graduation requirements. Students closest to

graduating are given scheduling priority.

● Courses offered in the master schedule are determined

according to student academic needs and graduation

requirements.

● The Academic Counselor announces and enrolls

students in Oroville Adult Education night classes in

both the Fall and Spring semester, as well as summer

school in May. These alternative opportunities allow

students who are behind to catch up in credits and stay

on track for graduation.

● Prospect offers 3 sections of an Odysseyware online

credit recovery program during the regular school day

which provides more flexibility to the scheduling

process, allows students to earn credits at an

accelerated rate, and provides students increased

options for curriculum.

● Half day schedules are available for students under

special circumstances.

A copy of the master schedule

is available from the Clerical

Technician or Director of

Alternative Education.

Night class and summer school

information is available from

the Principal or Academic

Counselor.

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic

standards, the college- and career-readiness standards, and the school-wide learner outcomes.


● Prospect staff schedules co-curricular activities on a

regular basis with the goal of involving more students

in the school curriculum and culture.

● Student yearbook committee

● Green Mile and Pancake Breakfast

● Pixie Bike Races

● Pie Day

● Butte College Reg-to-Go Program

● Butte College Career Tech field trip tours

● Annual Softball tournament

● Back to School picnic at Forebay

● End of Year picnic at Forebay

● School Ties tutoring for McKinney Vento (homeless)

students

● Lunch time tutoring from para-educator

● Weekly Yoga class

Extra-curricular activities are

announced by teachers in

classrooms, written on the

student white board in the main

room, described in Prospect

Newsletters and posted to

Prospect’s Facebook page.

Photos are posted to Prospect’s

Facebook page and also taken

and maintained by student

yearbook committee.


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● Career presenters

● Fun Fridays

● Christmas cookies

● Holiday decorating of main room and campus

● CAHSEE BBQs

● Block Award Ceremonies with

certificates/sweatshirts/yearbooks and gift cards

awarded to recipients.

● Thanksgiving Dinner cooked and provided to the

entire student body. Thanksgiving tree.

● Free bike maintenance for students

● Christmas bike giveaway program

● Halloween costume contest

● Perfect attendance lunches with the Principal

● Clothing and hygiene products provided to students in

need.

● Field trips to community events such as CSU, Chico

tours and Entrepenuirship Day.

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student

involvement in curricular/co-curricular activities and student use of support services.


● Teachers individually evaluate student involvement in

the curricular process according to student engagement

in class, disciplinary issues in class, and work

performance, and class attendance.

● The Academic Counselor evaluates level of student

involvement in academic and mental health counseling

services according to the number of students signing

up to meet with the counselor, the number of students

referred for counseling and/or if counselor caseloads

are full, and the number of students signing up to

participate in career and college workshops and field

trips.

● Attendance is taken at each extra-curricular event, and

extra-curricular interest surveys are given to students

to determine what activities they are most motivated to

participate in.

● Administration evaluates student involvement in

curricular and co-curricular activities according to the

number of students on campus, the number of students

leaving class and/or being sent to the office, the

performance of students on standardized testing such

as CAHSEE, and the number of students participating

Student Extracurricular Survey

is available from Academic

Counselor.


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in culture building activities on campus.

Student Perceptions

Indicator: The school is aware of the student view of student support services through such

approaches as interviewing and dialoging with student representatives of the school population.


● Graduating and returning students are given student

satisfaction surveys each year in order for staff to

become aware of student perceptions of Prospect

High.

● Current students are given extracurricular interest

surveys.

Both the school satisfaction

survey and extracurricular

survey are available in

counseling office.

Conclusions



● As outlined by the evidence provided above, Prospect

does an adequate job of providing personalized

support, performing interventions to address student

growth, providing support services, providing equal

access to curriculum and support, providing co-

curricular activities, monitoring student involvement,

and taking interest in student perceptions.

● Prospect could improve its process for identifying

students in need of English and Math intervention.

The staff are currently in progress of developing a plan

to implement MAP testing.

● Prospect could explore the possibility of re-

establishing a student leadership class to give students

increased ownership over campus culture.




Prospect’s ability to offer support services, student growth

interventions, equal access to services, co-curricular activities,

and attention to student perceptions all result in students

receiving the support, increased confidence, academic

success, and development of trust that is necessary for


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students to feel motivated to attend school, complete their

credits, give their best effort on CAHSEE, and understand the

importance of attaining their high school diploma.

Category E. School Culture and Support for Student Personal and Academic Growth:

Areas of Strength

1. Referrals to counseling support services as evidence by .6 Academic Counselor, and

contract with BCBH to provide Medi-Cal eligible counseling via Victor services, .4

school psychologist, and .2 Social Worker.

2. Outreach services for McKinney Vento eligible (homeless) students.

3. School-wide culture building extracurricular activities.

4. Academic counseling (schedules, class changes, night/summer school classes, 504’s,

college/career tech enrollment, scholarships).

5. Career readiness via Careers class

6. Student reinforcement/incentive programs

Category E. School Culture and Support for Student Personal and Academic Growth:

Areas of Growth

1. Work towards offering more vocational/elective courses to help students develop job

skills and increase student’s interest in their class schedules.

2. Work towards creating and implementing more intensive and impactful attendance

interventions (i.e., home visits, phone calls, attendance prizes) so that students are at

school to receive the support services offered.

3. Implementation of a campus wide reading and math assessment for the purpose of

placing students in appropriate classes, and to help determine appropriate interventions

for students who are not succeeding academically and/or behaviorally.

4. Re-establish an after school academic intervention program that offers academic support

to students struggling to understand classwork or who are motivated to earn credits at a

faster pace. Report cards, MAP results, CAHSEE scores, teacher reports and campus

wide reading and math assessment results could be used to refer students to this program.

5. Discuss the possibility of re-establishing a student homeroom period during which time

teachers can review transcripts with students and refer student to Academic Counselor for

night classes, summer school, counseling, class changes, college enrollment, etc.

6. Increase frequency of transcripts and report cards mailed home to parents. Provide

parents a transcript tutorial to help them understand how to read a transcript.

7. Research the possibility of requiring students with challenging behavior patterns, and

repeated suspensions, to participate in counseling and tutoring.

8. Investigate the possibility of hiring a roaming behavioral aid position that would

intervene with students in or outside their classrooms before they were sent to the office.

The behavioral aid could build relationships with students and encourage them to make

positive choices that will allow them to remain in class and avoid being sent to the office

and receiving an in school suspension and/or suspension. This type of position could

help decrease overall suspensions, increase ADA, and free up the Principal to take on


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administrative and program tasks versus addressing continuous daily discipline referrals.


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Prioritized Areas of Growth Needs from Categories A through E

1. Collect student academic data in the areas of English and Math via the MAP.

2. Create additional intervention English and Math courses into the schedule.

3. Create more vocationally based elective courses.

4. Train staff in vocational/career-tech curriculum.

5. Create vocational/career-tech curriculum.

6. Improve parent awareness of student academic progress via increased communication.

7. Improve student understanding of transcript and academic progress.

8. Improve and increase attendance interventions.

9. Implement common core curriculum

10. Develop universal writing rubrics

11. Re-identify Prospect as a school of choice.


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Chapter V: School-wide Action Plan

Area for Improvement: Academic Intervention

Growth Target A: Improve academic success and evidence of learning.

Critical Areas of Academic Need: Student learning, credit earnings, CAHSEE passage, graduation rate.

ESLRs Addressed: Complex thinking, effective communication skills, responsible citizenship

Rationale: Prospect currently uses only CAHSEE data to assist in scheduling students into skill appropriate classes and Prospect needs to

continue to make progress with implementation of common core. Data shows that Prospect students are earning below par credits which

affects graduation rates. Due to an influx of younger students, Prospect needs to offer a greater variety of English and Math courses to meet

student needs. Prospect needs to establish universal, cross-discipline expectations for student writing skills.

Growth Targets Monitor Progress Report Progress

A 2% annual increase in

summative MAP score until

students reach grade level.

Staff will administer and evaluate MAP scores bi-

annually.

Data will be reported to stakeholders via school

newsletter.

Action Steps Person(s) Responsible Resources Needed Timeline

1. Every student will be given MAP twice a year to

assess English and Math skills. Faculty MAP software and

appropriate technology

Begin 2015

2. MAP assessment data will be used to schedule

students into skill appropriate English and Math

classes.

Counselor MAP assessment data 2015

3. Develop skill leveled curriculum and courses to

address student’s academic needs. Math and English teachers Math and English curriculum 2015

4. Infuse performance based tasks across courses to

meet common core curriculum standards. Faculty Updated text books,

appropriate technology,

professional development

2015


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5. Develop and implement universal writing rubric(s)

to be used across all classes. Faculty Writing Rubric samples,

professional development

2015


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Area for Improvement: Student attendance and school engagement

Growth Target A: Improve yearly school attendance percentage and improve parent and student understanding of academic progress.

Critical Areas of Academic Need: Improve attendance, CAHSEE passage, graduation rates, credit attainment

ESLRs Addressed: Responsible citizenship, complex thinking skills, effective communication skills.

Rationale: Prospect needs to increase student attendance to adequately address critical learner needs and ESLRs, and conversations with

parents and students reveal a lack of understanding regarding transcript knowledge.


1. Increase yearly student

attendance by 2% each school

year until 90% attendance is

reached.

2. Increase number of students

earning above 8 credits per block

by 5% each school year (based on

credit accrual data provided in

chapter 1).

Student attendance will be monitored via monthly

district attendance reports.

Student credit accrual will be monitored at the end

of each 6 week grading period (block).

Progress will be reported to all stakeholder via

school newsletter.


1. Increase parent awareness of student academic

progress

Transcripts and newsletter mailed home

every 6 weeks (versus 2 times a year).

Transcript tutorial mailed home every 6

weeks.

Increase number of teacher-parent phone

calls/emails. Explore possibility of allotting

staff time to complete phone calls to parents.

Office staff

Teachers

Postage, copies, time allotted

for teacher phone calls home

2015


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2. Formalize dates and agenda for in-class student

transcript review every 6 weeks during 1st

period homeroom.

Counselor, teachers Academic progress meeting

agenda.

2015

3. Improve outreach services to increase student

attendance.

Home visits

Personal phone calls

Collaborate with probation

Attendance incentives/recognition

All staff, probation, Social

Worker

Allocate time and designate

staff

2015

4. All new students will receive a mandatory

orientation to include:

Transcript evaluation

Explanation of block system/variable credits

Staff introduction and campus tour

MAP

Principal and Career Teacher Allocate time and designate

staff.

2015


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Area for Improvement: Re-identify as a school of choice

Growth Target A: Transition from a school that serves at risk students to a school that serves students interested in hands on learning and

job training.

Critical Areas of Academic Need: Improve student attendance, increase credit attainment

ESLRs Addressed: Complex thinking skills, effective communicators, responsible citizenship

Rationale: Prospect students aren’t able to complete A-G courses needed to go straight to a 4 year college, and many do not have an interest

in pursuing a college degree. Prospect can best prepare students for life after high school by providing job training opportunities and Career

Tech School enrollment. Prospect would also like to shift the public’s perception that Prospect is a school for at risk students to the

perception that Prospect is a school for students motivated by hands on learning and interested in a Career Tech based education.


1. Add one new Career pathway

elective course and provide

relevant career tech staff training

each year.

2. Promote and publicize school

improvements and student

successes to media outlets twice a

year.

3. Implement one service learning

project each year.

Staff will evaluate the number of Career Tech

courses that have been board approved and

integrated into master schedule during beginning

and end of year staff meetings when action plan is

evaluated.

Staff will monitor number of events publicized to

media at beginning and end of year staff meetings

when action plan is evaluated.

Staff will evaluate the implementation of a yearly

service learning project at beginning and end of

year staff meetings when action plan is evaluated

Progress will be reported stakeholders via media

outlets.


1. Shift elective courses to a school-to-career focus Administration District office support,

schedule flexibility

2016


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2. Develop curriculum for career tech courses Teachers, administration Curriculum research and

examples of successful

programs

2016

3. Investigate opportunities to improve public

perception of Prospect High. Faculty, students Social media, positive reports

to board, positive media

events,

2016

4. Investigate the possibility of career-tech staff

development Administration Research conferences, staff

development funding,

2016

5. Develop service learning projects Faculty Collaborative coverage of

classes, collaboration with

local businesses.

2016


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Appendices:

A. 2015 Vision Statement and vision goals

Following Documents as PDFs.

B. Timeline of self-study process

C. Results of student questionnaire

D. Graduation Requirements

E. Master Schedule

F. Bell Schedule

G. Odysseyware Credit Recovery Program

H. College Workshops

I. School Quality Snapshot (see cde.ca.gov)

J. School Accountability Report Card (SARC)

K. CBEDS school information form

L. Budgetary information, including budget pages from the school’s action

plan, i.e., the Single Plan for Student Achievement

M. OUHSD LCAP Goals


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Prospect High School Vision Statement

Prospect High School will inspire students to demonstrate respect and responsibility in a physically and emotionally nurturing community, apply critical thinking skills to learning across multiple disciplines, and prepare students to be successful in post high school endeavors.

Vision Statement #1: “Inspire students to demonstrate respect and responsibility in a physically and emotionally nurturing community.”

GOAL #1 - By Oct 31st, staff will implement our “nurturing/discipline techniques” w/ 100% accuracy as measured by survey, checklists, and staff observation.

OPTIONS: Giving 2 choices Using “Take Responsibility “ form Check in with each student Greet each student each period

GOAL #2 - By Oct 31st, Promote positive behavior through recognition and reinforcement

OPTIONS: Awarding at least one positive referral each week Hand out five “caught doing good” coupons

Make at least two phone calls home per week.

Vision Statement #2: “Apply critical thinking skills to learning across multiple disciplines.”

Goal #3: Teachers will engage students in higher level critical thinking as evidenced by students’ ability to produce samples of strategic and extended thinking as analyzed by staff using critical thinking rubrics.

Vision Statement #3: “Prospect High School will prepare students to be successful in post high school endeavors.”

Goal #4 - By the end of the school year, 100% of graduating students will do the following: complete a career portfolio, attend career presentations, participate in career field trips, and complete career counseling.

Goal #5 - Staff will teach the job readiness skills of self-responsibility and goal orientation as evidence by discussing credit completion, attendance, and behavior with each student on the first Wednesday of each new block.

Goal #6 - By June of 2015, we will add one new vocational program to the course schedule.


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