Goal #1

Students at Arvin High will continue to develop their literacy skills as measured by the API and AYP each year, based on the CAT-6/CSTs and the CAHSEE, supported by technology as appropriate.

Rationale

Arvin High School students need to be prepared to meet the rigorous content and performance standards of the state of California and the U.S. Department of Education.

ESLRs

1,2,5

Task

Person(s) Responsible

Resources

Means To Assess Improvement

Timeline

Reporting Methods

Continue to incorporate literacy development strategies into all content areas.

Literacy Coordinator, Principal, Assistant Principal, Dept. Chairs, Grade Level Leaders, All Teachers.

Categorical funding for supplemental classroom materials and supplies, teacher resource materials, staff development.
Title I Program for purchase of computers, classroom materials and supplies, staff development.

SAT-9 (CAT-6)
CAHSEE
School-wide Writing Rubric
Teacher-created Rubrics
Classroom Assessments
Quarterly Assessments

2003
Ongoing

SAT-9 (CAT-6) scores
CAHSEE
Report Cards
College Entrance

Continue to align the curriculum to the content standards as it relates to literacy development.

Literacy Coordinator, Principal, Assistant Principal, Dept. Chairs, Grade Level Leaders, All Teachers.

Grade Level Leaders
Staff Development
Data Works

SAT-9 (CAT-6)
CAHSEE
CSTs
Classroom Assessments
Quarterly Assessments

2003
Ongoing

SAT-9 (CAT-6) scores
CAHSEE
Report Cards

Continue to articulate with our feeder schools and local university on literacy issues for all students, including our sub-populations, such as EL, socio-economically disadvantaged, and Migrant, etc.

Assistant Principal/Instruction,
CSUB liaison,
Literacy Coordinator
Title I/EL Coordinator

API, Gates-McGinitie, Learning 100 pre/post tests, EL and Title I budgets, AVID

Feeder schools CAT-6 scores
SAT-9 (CAT-6)
CAHSEE
School-wide Writing Rubric
Teacher-created Rubrics
Classroom Assessments
Quarterly Assessments
Gates-McGinitie test

2003 ongoing

English Department meetings, API results

Continue to integrate appropriate literacy development strategies as they are taught in ELD and ELA courses and aligned with content standards.

Literacy Coordinator, Department chairs, Asst. Principal/Instruction
Title I/EL coordinator

Categorical funding (Title I/EL, GEAR-UP)

Grade assessments school-wide, Survey of teacher implementation of strategies across the curriculum, summary of results, and samples of student work

2003 ongoing

Meetings involving
Dept. Chairs, Leadership Cabinet, Grade Level Leaders, EL Parent Advisory Board

Implement uniform writing strategies based on common rubrics across the curriculum.

Asst. Principal/Instruction, English Dept. Chair, other department chairs, all teachers, CSUB English professors

Staff training on writing and rubrics, articulation with feeder schools teachers for an 8^th grade writing sample, School-wide commitment to continue writing sample and scoring process, KEP budget, GEAR-UP, school-wide writing rubric

Ongoing evaluation of student writing in classrooms
CAHSEE
GSE Writing Exam
Joint Assessment Team (JAT) evaluations
CSU system English Placement Test (EPT)

2003 on-going

Meetings involving
Department Chairs, Grade Level Leaders, all staff, leadership team, administration , CSUB, feeder schools

Continue to identify the areas of low performance in order to target students for remediation and intervention

Asst. Principal/Instruction, Counselors, Testing director, Migrant and Title I/EL coordinators and tutors

After school tutoring, categorical funding (Title I/EL, Migrant). SAT Chats, counseling department

CAT-6, CSTs, CAHSEE, classroom assessments, quarterly assessments

2003 on-going

Meetings involving
Department Chairs, Grade Level Leaders, all staff, leadership team, administration

Goal #2

Students at Arvin High School will improve at least 5% on the API and AYP  each year based on accepted state-wide measures and content standards.

Rationale

Arvin High School students need to meet the rigorous academic standards of the state of California and the Kern High School District graduation requirements.

ESLRs

1,2,4,5

Task

Person(s) Responsible

Resources

Means To Assess Improvement

Timeline

Reporting Methods

Continue to utilize assessment data, including disaggregated data, to plan and provide rigorous, integrated coursework essential to meet the California Content Standards and college admission requirements.

Principal, Asst. Principal, Department Chairs, Testing Director, Program Coordinators, all teachers

State content standards, CSTs, CAHSEE, power standards identified by Arvin High and KHSD, Physical Education fitness graph data

CAT-6, CSTs, CAHSEE, teacher assessment of student work, college admissions tests, GSEs, API, AYP, fitness graph data

2003 on-going

Meetings with  stakeholders (School Site Council, PACs, Principal Partners Day, South Valley Neighborhood Partnership)
Pre-school inservice and ongoing faculty meetings

Continue to utilize assessment data, including disaggregated data, to plan intervention strategies designed to improve student learning and achievement. 

Principal, Asst. Principal, Department Chairs, Testing Director, Program Coordinators, all teachers

Staff development with Dataworks, California Content Standards, CSTs, CAHSEE, Power Standards identified at Arvin High and KHSD, Physical Education fitness graph data

CAT-6, CSTs, CAHSEE, teacher assessment of student work, API, AYP, fitness graph data

2003 on-going

Meetings with  stakeholders (School Site Council, PACs, Principal Partners Day, South Valley Neighborhood Partnership)
Pre-school inservice and ongoing faculty meetings

Continue the alignment of content standards, curriculum, and assessment and the development of strategies to increase student engagement.

Principal, Asst. Principal, Department Chairs, Grade Level Leaders, all teachers

Grade Level Leader binders, Aiming High document, Department chair leadership, state content standards

Dataworks training, CAT-6, CSTs, CAHSEE, teacher assessment of student work

2003 on-going

Meetings with students, all staff, parents, stakeholders

Continue to identify and implement proven teaching strategies for improving all students’ learning especially for our identified sub-groups.

Principal, Asst. Principal, Department Chairs, Grade Level Leaders, all teachers

Research strategies for improving student learning in identified weak areas, adopt model strategies and implement, purchase standards-based textbooks and other media, Dataworks, KCSOS, educational leaders in model curriculum and staff motivation, Inservice/Fog Delay starts, training for classified staff, peer coaching/teaching

Students’ assessment of own work, grades, pre- and post-test assessment, comparison assessments to baseline CAT-6 data to determine improvement in learning and program effectiveness, staff evaluation of training and materials, peer observations

2003 on-going

Share reports with students, all staff, parents, stakeholders

Continue working collaboratively with our feeder schools and higher education to provide a sequential, vertically aligned K-14 curriculum

Asst. Principal/Instruction, KEP English and Math coordinators, department chairs

KEP, GEAR-UP, II/USP, HPSG

CSU EPT and ELM test data, feeder school testing results and feedback, API, AYP, CSTs, CAHSEE

2003 on-going

Meetings with students, all staff, parents, stakeholders
Formal articulation meetings with feeder district superintendents, administrators and teachers

Goal #3

Increase student motivation and school spirit as measured by student surveys, ineligibility list, honor roll list, and round table forums with teachers and administrators.

Rationale

Motivation is an essential element to higher academic performance.  Motivation, school spirit, and academic performance allow students to become vital stakeholders at Arvin High School and in the community.

ESLRs

1,2,3,4,5

Task

Person(s) Responsible

Resources

Means To Assess Improvement

Timeline

Reporting Methods

Implement a Student of the Month program honoring 25 students each month for their outstanding academic performance, academic improvement, attendance, motivation, or school spirit.

Asst. Principal/Instruction Activities Director/Staff members

Principal’s budget, ASB budget.

Administrative Council, Department Chair meetings, Student Survey, Leadership cabinet feedback.

Ongoing and  continue monthly.

Leadership Cabinet, Administrative Council, Department meetings, Grade Level Leader meetings, ASB meetings, general e-mail communication between staff and administration, local newspaper, The Bear Facts and The Growl.

Implement the “Academic A” program in which students earn a letter similar to the athletic “Block A”.

Activities Director, Counselors, Asst. Principal.

ASB budget.

Student surveys, ineligibility list, data collected on number of students honored from semester to semester.

Start Fall of 2003 and continue throughout the school year.

ASB meetings, Leadership cabinet, general e-mail with staff, Principal’s end of the year report, Administrative Council, Academic Banquet, local newspaper, The Bear Facts (student newspaper), and The Growl (parent newsletter).

Continue the scholar athlete program, highest GPA sports team award, Block A, Wall of Fame, and athletic award banquets.

Athletic Director/Activities Director, Coaches

Bear Boosters, ASB budget, parent attendance at award banquets.

Athletic Banquet attendance numbers, Athletic Director report on scholar athletes, ineligibility list, student surveys.

Continuation of program already in place.  Collect data at end of each season.

The Bear Facts (student newspaper), report to parents at banquet, local newspaper, The Growl (parent newsletter, Leadership Cabinet, and general staff meetings.

Continue the integration of Special Education classrooms into the mainstream campus setting.

Program Specialist, Administration.

Principal’s budget, Special Ed. District budget.

Special Education Department meetings, communication with administration.

On-going

Administrative Council, Special Education Department meetings.

Implement a “homeroom” approach to student self-efficacy with each teacher making a concerted  effort to build a closer bond with students, resulting in improved attendance.

Administration, All staff, Department Chairs, Counselors

Principal’s budget, ASB budget for student rewards and needs.

Department meetings, Leadership cabinet, Ineligibility list, API results, Student survey, staff survey, individual teacher homeroom GPA increases/decreases data, attendance and truancy data

Implement Fall of 2003.  GPA data collected each quarter.

Department meetings, General Staff meetings, Counselors meetings, Leadership cabinet, Administrative Council.

Conduct semester student surveys and round-table student of the month discussions will be utilized for on-going evaluation to better serve the needs of Arvin High students.

Administration, Activities Director, All teachers

Wireless computer carts for surveys, two-hour staff development sessions

Data collected from surveys.

Student surveys will be conducted annually.

Share work/results with staff, department chairs, site council, and administration.

Continue campus organizations/clubs that provide motivation and begin working with key staff and community stakeholders to reach students who are not involved in current clubs/activities.

Activities director/club advisors

ASB budget, Club budgets, Class budgets; parent advisory councils, Arvin Alumni Assoc.

Comparison of data from year to year of organization membership numbers.

On-going, begin data collection starting fall of 2003.

ASB meetings, site-council, Club council meetings, general staff meetings.

Increase the numbers and scores of students who take the PSAT, SAT I, SAT II, EPT, ELM, and ACT through collaboration with feeder school and institutes of higher education.

Assistant Principal of Instruction, counselors, testing director, all teachers, College Guidance Technician

Principal’s budget, fee waiver program, AHS testing center

Comparison of data from year to year

Ongoing

Meetings involving Administrative Council, Leadership Cabinet, all departments, general staff meetings, Parent Advisory Councils

Increase the numbers and readiness of college bound students, through collaboration with feeder school, institutes of higher education, and parents.

Assistant Principal of Instruction, counselors, all teachers, College Guidance Technician

Principal’s budget, categorical funding

Comparison of data from year to year

Ongoing

Meetings involving administrative council, leadership cabinet, all departments, general staff meetings, parent advisory councils, business/partner meetings

Increase the numbers of students who take AP classes and exams

Assistant Principal of Instruction, counselors, all teachers

Principal’s budget

Comparison of data from year to year

Ongoing

Meetings involving administrative council, leadership cabinet, all departments, general staff meetings, parent advisory councils

Continue expanding our career education opportunities and working collaboratively with business and community stakeholders.

Administration, Partnership Academy coordinators and teachers, all teachers, especially career education teachers

Principal’s budget, Partnership Academy budgets

Job shadowing/ internship logs, supervising teacher observation forms, in-kind donations from business/community partners

Ongoing

Meetings involving administrative council, leadership cabinet, all departments, general staff meetings, parent advisory councils, business partner meetings

Goal #4

Increase parent involvement and communication by involving the primary caretaker in an active role in the student’s career and education plans, student’s assessment data, and general educational processes on campus.

Rationale

Increased and sustained parental involvement and communication is paramount to student success.

ESLRs

1,2,4

Task

Person(s) Responsible

Resources

Means To Assess Improvement

Timeline

Reporting Methods

Continue quarterly parent meetings in the library on Saturday/Sunday afternoons.

Special Projects/Community Specialist/Migrant Community Aide, All teachers

Title I Program Migrant Program
EL Program

Parent Surveys/ Staff Input/Parent Attendance numbers after each meeting/Administrative Council

Continuation of 2003 Pilot Program

GROWL-Parent Newsletter
Monthly Special Projects Report

Increase parent communication and participation in all activities such as Back to School Night, athletic events and parent meetings through personal contacts (phone calls, letters, home visits), as well as local media (newspaper and radio).

All staff

Principal’s Budget
Local Media
Parent Letters
Course descriptions signed by parents

Staff/Students/Parent survey after each event.  Round Table discussions with School Site Council/Parent Advisory Committees
Parent meeting sign-in sheets

2003 – Ongoing

Monthly Coordinators Report/Annual Single School Site Plan
Phone logs

Increase the use of the local newspaper and radio for parent awareness and educational information, such as CAHSEE, CELDT, CAT-6, PSAT, SAT, and ACT exams.

Testing Coordinator in conjunction with administration

The local newspaper and radio. Parent Conferences/ Parent Meetings

Number of parent participation verified on a quarterly basis 

Continuous implementation involving larger number of parents participating

Reporting data provide by Testing Coordinator/District Data/State Data

Create locations (loft, Migrant Office Center, computer labs) on campus for community and parent interaction and ownership within the school.  Parent round table discussions with administration through site council and other forums.

Community Specialist/Migrant Community Aide/Feeder School Coalition Organizations

Special Project Funding/Grants/ Principal’s Budget

Number of parent participation verified on a quarterly basis

Continuous implementation
involving larger number of parents participating

Monthly Coordinators Report/Annual Single School Site Plan/Parent Sign-In Sheets/Parent Surveys

Create an annual parent survey where data can be measured year to year to see improvement or lack thereof.

Community Specialist /Title I coodinator/Migrant Coordinator

Special Projects/Community Specialist/Migrant Community Aide

Each year a higher number of parents participating in the survey.

Implementation 2003-2204. Evaluated in 2004 revised each year regarding needs of students and parents

Report to Administrators and Staff

Continue parent meetings that focus on improved attendance and truancy reduction programs.

Community counselor, community specialist, attendance clerk, Dean of Students, Administration

Principal’s budget

Attendance and truancy data

2003 – ongoing

Monthly attendance reports, district attendance and truancy data