2013 Critical Areas for Follow Up

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Yuba City High School WASC Visiting Committee Report, April 2013

  • The development of common assessments and the development of pre- and post-writing assessments.
  • The attempt by the English Department to include cross-curricular opportunities for collaboration regarding the pre- and post- writing assessments.  

 

School-wide Critical Areas for Follow-up 

  • Administration and leadership team should focus on fully implementing common core, benchmarks, and common assessments in all core curricular areas to improve student academic achievement and to meet all API growth targets, including schoolwide subgroups like Latino, ELL, Sp. Ed. and socioeconomically disadvantaged students in order to eliminate the achievement gaps among subgroups.
  • District and administration provide applicable professional development for faculty and staff to increase their capacity to collect, analyze and disaggregate school-wide data to discern the effectiveness of the instructional programs and practices, in terms of successful student achievement of Content and Performance Standards.
  • Administration and leadership team continue to provide professional development to achieve the alignment of lesson plans to standards-based curriculum, common core, common assessments, instructional practices and School-wide Learner Outcomes in order to eliminate the achievement gap among sub-groups.
  • Continue staff development to implement strategies to increase standard based curriculum and instruction to improve academic achievement of all students in mathematics as measured by the California State Standards and CAHSEE
  • Continue staff development to implement strategies to increase standard based curriculum and instruction to improve academic achievement of all students in English language art as measured by the California State Standards and CAHSEE
  • School data indicate current instruction is not meeting expected outcomes and professional development activities may not be leading to desired change practices. Leadership and administration should develop mechanism to assess the effectiveness of the impact of the implementation of noted professional development on the level of learning for all students.

Final Draft 8/27/2015 11:21 AM                              36

Yuba City High School WASC Visiting Committee Report, April 2013

 

Chapter V: ONGOING SCHOOL IMPROVEMENT

Brief Summary of Schoolwide Action Plans 

The visiting committee believes that the action plans developed in the self-study address the needs of the school. The committee commends the school for the progress already made in transforming the school into a learning community in which Yuba City High School prepares and empowers the whole student with 21st century skills and competencies for success in high school and beyond. The committee also commends the school for its commitment to provide every student with the knowledge, skills and competencies needed for success in postsecondary education and high-skilled careers. It must be noted that the school’s Career Center is beneficial in helping students plan their future, by partnering with local colleges, providing real world experienced speakers, and being equipped with 35 computers.

The focus on rigorous curricular programs, excellent co-curricular programs and the quality of leadership at the school has culminated in an impressively continuous improvement focus for student achievement. Yet the school data indicate that current instruction is not meeting expected outcomes and professional development activities may not be leading to desired change practices. The achievement gap between Latino, ELL, Sp. Ed. and socioeconomically disadvantaged students and other sub groups continues to linger at Yuba City High School. Overall the data show that students performance have been relatively stagnant.

Based on what has already been accomplished, Yuba City High School has the desire and the will to implement its action plans. This feeling is supported by the regular use of data that drives decisions and acts as a call to action for staff. A less measurable, but significant factor, is the feeling of school pride that permeates the entire school community. Everyone believes that Yuba City High School is a special place and they work hard to maintain and improve this perception. The visiting committee hopes that faculty and staff will use part of their Wednesday collaborative time to reflect on their instructional strategies and to further examine “What’s working? And for whom is it working?”  The committee did not identify any improvement areas that were not addressed by the school since the last full WASC visit. This committee believes that the self study addresses the needs at Yuba City High School. However, in the face of the continuous improvement process, the Visiting Committee hopes that the school will make concerted efforts to address each of the six following recommendations:

Final Draft 8/27/2015 11:21 AM 37

Yuba City High School WASC Visiting Committee Report, April 2013

Recommendations

  1. Administration and leadership team should focus on fully implementing common core, benchmarks, and common assessments in all core curricular areas to improve student academic achievement and to meet all API growth targets, including schoolwide subgroups like Latino, ELL, Sp. Ed. and socioeconomically disadvantaged students in order to eliminate the achievement gaps among subgroups.
  2. District and administration provide applicable professional development for faculty and staff to increase their capacity to collect, analyze and disaggregate school-wide data to discern the effectiveness of the instructional programs and practices, in terms of successful student achievement of Content and Performance Standards.
  3. Administration and leadership team continue to provide professional development to achieve the alignment of lesson plans to standards-based curriculum, common core, common assessments, instructional practices and School-wide Learner Outcomes in order to eliminate the achievement gap among sub-groups.
  4. Continue staff development to implement strategies to increase standard based curriculum and instruction to improve academic achievement of all students in mathematics as measured by the California State Standards and CAHSEE
  5. Continue staff development to implement strategies to increase standard based curriculum and instruction to improve academic achievement of all students in English Language Arts as measured by the California State Standards and CAHSEE
  6. School data indicate current instruction is not meeting expected outcomes and professional development activities may not be leading to desired change practices. Leadership and administration should develop mechanism to assess the effectiveness of the impact of the implementation of noted professional development on the level of learning for all students.

 

Final Draft 8/27/2015 11:21 AM 38