Engage Educate Empower

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1 Engage Educate Empower John F. Kennedy High School B

2 Engage Educate Empower John F. Kennedy High School C

3 Engage Educate Empower JFK Approved AP Courses Subject Biology Calculus AB Calculus BC Chemistry Computer Science A English Language and Composition English Literature and Composition European History French Language and Culture * Music Theory Physics Physics B Spanish Language and Culture * Spanish Literature and Culture * Statistics Studio Art: 2-D Design Studio Art: Drawing U.S. Government and Politics United States History John F. Kennedy High School D

4 UC A-G Course list for Engage Educate Empower History / Social Science ("a") 2 years required Two units (equivalent to two years) of history/social science required, including: one year of world history, cultures and historical geography and one year of U.S. history; or one-half year of U.S. history and one-half year of civics or American government. Title Transcript Abbreviation(s) Discipline Honors Type Course Notes AP European History Adopted from: The College Board Advanced Placement Program Europ Hist Ap World History / Cultures / Historical Geography AP AP Government and Politics United States Adopted from: The College Board Advanced Placement Program Am Gvt & Pol Ap Civics / American Government AP AP United States History Adopted from: The College Board Advanced Placement Program Us Hist Ap U.S. History AP History IB HL1 Adopted from: International Baccalaureate Organization Hist Am Ib/Hl1 World History / Cultures / Historical Geography History of the Americas IB HL2 Adopted from: International Baccalaureate Organization Hist Am Ib/Hl2 U.S. History IB Principles of American Democracy Prin Am Demo P Civics / American Government U.S. History/Geography Us Hist/Geo P U.S. History World History, Culture & Geography Wld Hs/Cu/Ge P World History / Cultures / Historical Geography World History, Culture & Geography (H) Wld H/Cu/Ge Hp World History / Cultures / Historical Geography English ("b") 4 years required Four units (equivalent to four years) of college preparatory English composition and literature required, integrating extensive reading, frequent writing, and practice listening and speaking with different audiences. Students may only use 1 year of ESL/ELD English. John F. Kennedy High School E

5 Engage Educate Empower Title Transcript Abbreviation(s) Discipline Honors Type Course Notes AP English Language and Composition Adopted from: The College Board Advanced Placement Program Eng Lang Com AP English AP AP English Literature and Composition Adopted from: The College Board Advanced Placement Program AP Engl Lit and Comp Eng Lit Ap English AP CSU Expository Reading and Writing ERWC Expository R/W P English English 1 Eng 1 P English English 1 (H) Eng 1 Hp English English 2 Eng 2 P English English 2 (H) Eng 2 (HP) English English 3 Eng 3 P English English 4 Eng 4 P English English IB HL1 Adopted from: International Baccalaureate Organization Eng A1 Ib/Hl1 English IB English IB HL2 Adopted from: International Baccalaureate Organization Eng A1 Ib/Hl2 English IB English Language Development III (ELD III) ELD lll P English as a Second Language (ESL) / English Language Development (ELD) Allow max. of 1 unit for ESL/ELD courses Mathematics ("c") 3 years required, 4 years recommended Three units (equivalent to three years) of college-preparatory mathematics (four units are strongly recommended), including or integrating topics covered in elementary algebra, advanced algebra, and two-and three-dimensional geometry. John F. Kennedy High School F

6 Engage Educate Empower Title Transcript Abbreviation(s) Discipline Honors Type Course Notes Algebra 1 Algebra 1 P Algebra I Algebra 1 (H) Algebra 1 Hp Algebra I Algebra 1A Algebra I Algebra 1B Algebra I Algebra 2 Algebra 2 P Algebra II Algebra 2/Trigonometry (H) Alg 2/Trig Hp Algebra II / Trigonometry Algebra Core Concepts I Alg Core Con I Algebra Core Concepts I Algebra I Algebra Core Concepts II ACCII Alg Core Con II Algebra Core Concepts II Algebra I Algebra I Plus Algebra 1 Plus Algebra I 2 year course equivalent to Algebra 1 AP Calculus AB Adopted from: The College Board Advanced Placement Program Cal Ab Ap Calculus AP AP Calculus BC Adopted from: The College Board Advanced Placement Program Calculus AP BC Calculus AP AP Statistics Adopted from: The College Board Advanced Placement Program Statistics Ap Statistics AP Finite Math Finite Math P Advanced Mathematics Geometry Geometry P Geometry John F. Kennedy High School G

7 Engage Educate Empower Title Transcript Abbreviation(s) Discipline Honors Type Course Notes Math 3 Math 3 Mathematics I Math 3-4 Honors Math 3-4 Honors Mathematics III Math 3A Math 3A Mathematics III Math 3A/Math 3B Math 3A/Math 3B Mathematics I Math 4 Math 4 Mathematics II Math 4-5 Honors Math 4-5 Honors Advanced Mathematics Math 5 Math 5 Mathematics III Mathematical Studies IB SL Adopted from: International Baccalaureate Organization Math Stds Ib/Sl Math Studies IB/SL Advanced Mathematics Mathematics IB HL1 Adopted from: International Baccalaureate Organization Math IB/HL1 Advanced Mathematics Mathematics IB HL2 Adopted from: International Baccalaureate Organization Math IB/HL2 Advanced Mathematics IB Mathematics IB SL Adopted from: International Baccalaureate Organization Math IB/SL Advanced Mathematics Plane & Solid Geometry (H) Pl Sol Geom Hp Geometry Pre-Calculus Pre Calculus P Advanced Mathematics Pre-Calculus (H) Pre Calculus Hp Advanced Mathematics Honors Laboratory Science ("d") 2 years required, 3 years recommended Two units (equivalent to two years) of laboratory science are required (three units are strongly recommended), providing fundamental knowledge in two of the following: biology, chemistry, or physics. Interdisciplinary science courses can also fulfill all or part of this requirement. John F. Kennedy High School H

8 Title Engage Educate Empower Transcript Abbreviation(s) Discipline Honors Type Course Notes AP Biology Adopted from: The College Board Advanced Placement Program Biology Ap Biology / Life Sciences AP AP Chemistry Adopted from: The College Board Advanced Placement Program Chemistry Ap Chemistry AP AP Physics 1 Adopted from: The College Board Advanced Placement Program AP Phys 1 Physics AP AP Physics 2 Adopted from: The College Board Advanced Placement Program AP Phys 2 Physics AP Biology Biology P Biology / Life Sciences Biology (H) Biology Hp Biology / Life Sciences Biology IB HL1 Adopted from: International Baccalaureate Organization Biology Ib/Hl1 Biology / Life Sciences Biology IB HL2 Adopted from: International Baccalaureate Organization Biology Ib/Hl2 Biology / Life Sciences IB Chemistry Chemistry P Chemistry Chemistry (H) Chemistry Hp Chemistry Honors Physics Physics P Physics Physics (H) Physics Hp Physics Honors Physics IB HL1 Adopted from: International Baccalaureate Organization IB Phys/HL1 Physics Physics IB SL Adopted from: International Physics Ib/Sl Physics John F. Kennedy High School I

9 Title Engage Educate Empower Transcript Abbreviation(s) Discipline Honors Type Course Notes Baccalaureate Organization Language Other than English ("e") 2 years required, 3 years recommended Two units (equivalent to two years, or through the second level of high school instruction) of the same language other than English (three units recommended). Title Transcript Abbreviation(s) Discipline Honors Type Course Notes AP French Language and Culture Adopted from: The College Board Advanced Placement Program French Lang Ap LOTE Level 4+ AP AP Spanish Language and Culture Adopted from: The College Board Advanced Placement Program Spanish Lang AP LOTE Level 4+ AP AP Spanish Literature and Culture Adopted from: The College Board Advanced Placement Program Spanish Lit AP Spanish Literature (AP) LOTE Level 4+ AP French 1 French 1 P LOTE Level 1 French 2 French 2 P LOTE Level 2 French 3 French 3 P LOTE Level 3 French 4 French 4 P LOTE Level 4+ French IB HL1 Adopted from: International Baccalaureate Organization French B Ib/Hl1 LOTE Level 4+ IB French IB HL2 Adopted from: International Baccalaureate Organization French B Ib/Hl2 LOTE Level 4+ IB French IB SL Adopted from: International Baccalaureate Organization French B Ib/Sl LOTE Level 4+ IB John F. Kennedy High School J

10 Title Engage Educate Empower Transcript Abbreviation(s) Discipline Honors Type Course Notes Korean 1 Korean 1 P LOTE Level 1 Korean 2 Korean 2 P LOTE Level 2 Korean 3 Korean 3 P LOTE Level 3 Korean 4 Korean 4 P LOTE Level 4+ Korean 5 (H) Korean 5 Hp LOTE Level 4+ Korean IB HL1 Adopted from: International Baccalaureate Organization Kor B Ib/Hl1 LOTE Level 4+ IB Korean IB HL2 Adopted from: International Baccalaureate Organization Korean B IB/HL2 LOTE Level 4+ IB Korean IB SL Adopted from: International Baccalaureate Organization Kor B Ib/Sl LOTE Level 4+ IB Spanish 1 Spanish 1 P LOTE Level 1 Spanish 2 Spanish 2 P LOTE Level 2 Spanish 2 Accelerated Span 2 ACC P LOTE Level 2 Spanish 3 Spanish 3 P LOTE Level 3 Spanish 4 Spanish 4 P LOTE Level 4+ Spanish IB HL1 Adopted from: International Baccalaureate Organization Span B Ib/Hl1 Spanish B IB/HL1 LOTE Level 4+ IB Spanish IB HL2 Adopted from: International Baccalaureate Organization Span B Ib/Hl2 LOTE Level 4+ IB John F. Kennedy High School K

11 Title Engage Educate Empower Transcript Abbreviation(s) Discipline Honors Type Course Notes Spanish IB SL Adopted from: International Baccalaureate Organization Span B Ib/Sl Spanish B IB/SL LOTE Level 4+ IB Spanish Speakers 1 Span Speakrs 1P LOTE Level 1 Spanish Speakers 2 Span Speakrs 2P LOTE Level 2 Spanish Speakers 3 Span Speakrs 3P Spanish Speakers 3 LOTE Level 3 Visual & Performing Arts ("f") 1 year required One unit (equivalent to one year) required, chosen from one of the following categories: dance, music, theater, or visual arts (e.g., painting, web/graphic design, film/video, inter/multimedia arts). Title Transcript Abbreviation(s) Discipline Honors Type Course Notes 3 Dimensional Design 1 3D Design 1 P Visual Arts 3 Dimensional Design 2 3D Design 2 P Visual Arts AP Studio Art: 2-D Design Adopted from: The College Board Advanced Placement Program AP Art 2D Visual Arts AP AP Studio Art: Drawing Adopted from: The College Board Advanced Placement Program Studio Art Ap Visual Arts AP Choir Ensemble Choir Ens P Music Concert Band Concert Band P Music Concert Choir Concert Choir P Music Drawing & Painting 1 Draw Paint 1 P Visual Arts Drawing/Painting 1 Draw Paint 1 P Visual Arts John F. Kennedy High School L

12 Title Engage Educate Empower Transcript Abbreviation(s) Discipline Honors Type Course Notes Drawing/Painting 2 Draw Paint 2 P Visual Arts Drawing/Painting 3 Draw Paint 3 P Visual Arts Film IB HL1 Adopted from: International Baccalaureate Organization FILM IB/HL1 Visual Arts Film IB HL2 Adopted from: International Baccalaureate Organization FILM IB/HL2 Visual Arts IB Film IB SL Adopted from: International Baccalaureate Organization FILM IB/SL Visual Arts Graphic Communication Graphic Communi Visual Arts Jazz Ensemble 1 Jazz Ens 1P Music Jazz Ensemble 2 Jazz Ens 2 P Music Musical Production Musical Prod P Music Orchestra Orchestra P Music Percussion 2 Percussion 2 P Music Photography Adopted from: North Orange County ROP Phtography-R Visual Arts Photography 1 Photo 1 P Visual Arts Photography 2 Photo 2 P Visual Arts Photography 3 Photo 3 P Visual Arts Show Choir Show Choir P Music Symphonic Band Symphonic B/P Music John F. Kennedy High School M

13 Title Engage Educate Empower Transcript Abbreviation(s) Discipline Honors Type Course Notes Theatre 1 Theatre 1 P Theater Theatre 2 Theatre 2 P Theater Theatre 3 Theatre 3 P Theater Video Production Video Prod 1 Visual Arts Vocal Jazz Ensemble Vocal Jazz En P Music Vocal Music Studio Voc Mus Stdio P Music Wind Ensemble Wind Ensemble P Music College-Preparatory Elective ("g") 1 year required One unit (equivalent to one year) chosen from the "a-f" courses beyond those used to satisfy the requirements of the "a-f" subjects, or courses that have been approved solely in the elective area. Title Transcript Abbreviation(s) Discipline Honors Type Course Notes AP Computer Science A Adopted from: The College Board Advanced Placement Program Cmptr Sci 1 Ap Mathematics - Computer Science AP AP Psychology Adopted from: The College Board Advanced Placement Program AP Psychology History / Social Science AP Business and Marketing Business & Marketing Interdisciplinary Child Development Adopted from: North Orange County ROP Child Dev-R History / Social Science Computer Science 1 Computer Sci 1 Mathematics - Computer Science Earth Science with lab Earth Sci/Lab Laboratory Science Integrated Science John F. Kennedy High School N

14 Engage Educate Empower Title Transcript Abbreviation(s) Discipline Honors Type Course Notes Economics Economics P History / Social Science Economics (H) Economics Hp History / Social Science Environmental Science Environmental Science and Sustainability Laboratory Science Physical Sciences Human Anatomy & Physiology Human Ant/Phy P Laboratory Science Biology / Life Sciences Language and Literacy for English Learners Lang/Lit for ELs English as a Second Language (ESL) / English Language Development (ELD) Marine Science Adopted from: North Orange County ROP Marin Sci-R Laboratory Science Biology / Life Sciences Oral Express & Interpret Perf 1 ORAL EX&INT PERF 1 Oral Express & Interpret Perf 1 Visual & Performing Arts Oral Express & Interpret Perf 2 Oral Express & Interpret Perf 2 Visual & Performing Arts Oral Express & Interpret Perf 3 Oral Express & Interpret Perf 3 Visual & Performing Arts Oral Express & Interpret Perf 4 Oral Express & Interpret Perf 4 Visual & Performing Arts Principles of Teaching and Learning Adopted from: North Orange County ROP Interdisciplinary Principles of Teaching and Learning- ROP Prin Teach-R Interdisciplinary Psychology Psychology P History / Social Science Psychology IB HL1 Adopted from: International Psych Ib Hl/1 History / Social Science John F. Kennedy High School O

15 Engage Educate Empower Title Transcript Abbreviation(s) Discipline Honors Type Course Notes Baccalaureate Organization Psychology IB HL2 Adopted from: International Baccalaureate Organization Psych Ib Hl/2 History / Social Science IB Psychology IB SL Adopted from: International Baccalaureate Organization Psych Ib/Sl History / Social Science IB Sociology History / Social Science Theory of Knowledge IB Adopted from: International Baccalaureate Organization Theory/Knwlg Ib History / Social Science IB Virtual Enterprise Virtual Enterpr History / Social Science John F. Kennedy High School P

16 John F. Kennedy High School School Accountability Report Card Reported Using Data from the School Year Published During By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. About This School Contact Information (Most Recent Year) School Contact Information School Name Street John F. Kennedy High School 8281 Walker Street City, State, Zip La Palma, CA Phone Number (714) Principal Address Web Site Grades Served 9-12 Russ Earnest CDS Code School Accountability Report Card for John F. Kennedy High School Page 1 of 13

17 District Contact Information District Name Anaheim Union High School District Phone Number (714) Superintendent Michael B. Matsuda Address Web Site School Description and Mission Statement (Most Recent Year) School Mission Statement: John F. Kennedy High School s Mission is To ENGAGE students in school, community, and global activities which encourage passion, empathy, and open mindedness. To EDUCATE students in a rigorous and diverse curriculum that fosters critical thinking, creativity, collaboration, and communication. To EMPOWER students to be inquirers who work in conventional and innovative ways to be successful in their life pursuits. Highlights: John F. Kennedy High School is one of nine comprehensive high schools in the Anaheim Union High School District. Kennedy opened its doors in 1964, and has a current enrollment of approximately 2,400 students in grades nine through twelve. It was the first school in the United States to be named after President John F. Kennedy. Kennedy is the only high school in the small city of La Palma, and the school became a California Distinguished School in Go Irish! John F. Kennedy High School offers the only International Baccalaureate (IB) program in the Anaheim Union High School District. This year, there are 113 juniors and seniors enrolled in the program. Last year, 38 seniors earned the IB diploma. Based on current enrollment, over 600 students will be eligible to take Advanced Placement exams in this school year. The 543 Kennedy students who took AP exams last year had a pass rate of 56.4 percent. Additionally, 100% of Kennedy seniors from 2015 completed all requirements for graduation by August; and there were zero non-grads in Demographic Information: John F. Kennedy High School has 2,427 students, of which approximately 37% participate in the free and reduced meal program, 8% are English Learners and 11% are Students with Disabilities. John F. Kennedy High School s student demographic profile is 35% Hispanic, 20% White, 24% Asian, 11% Filipino, 4% African American, and 1% Pacific Islander. Student Enrollment by Grade Level (School Year ) Grade Number of Level Students Grade Grade Grade Grade Total Enrollment 2, School Accountability Report Card for John F. Kennedy High School Page 2 of 13

18 Student Enrollment by Group (School Year ) Student Percent of Group Total Enrollment Black or African American 3.9 American Indian or Alaska Native 0.4 Asian 23.8 Filipino 10.9 Hispanic or Latino 35 Native Hawaiian or Pacific Islander 0.3 White 20.3 Two or More Races 5.4 Socioeconomically Disadvantaged 48.8 English Learners 8 Students with Disabilities 8.9 Foster Youth 0.2 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teachers School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments * Vacant Teacher Positions Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners School Accountability Report Card for John F. Kennedy High School Page 3 of 13

19 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: August 2015 All content subject areas utilize standards-aligned, State and District adopted textbooks and instructional materials. Teachers have input into the textbook selection process at the district-level through an established curriculum cycle. Teachers are given in-depth training on the instructional materials and the ancillary materials that accompany the basic textbook material. Ancillary materials support both the language needs and the learning needs of students. This information was collected in October Core Curriculum Area Reading/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual and Performing Arts Textbooks and Instructional Materials/ Year of Adoption English language arts textbooks, Houghton Mifflin Harcourt-Collections, were adopted in There is one textbook available per student. Mathematics textbooks, by Carnegie Learning, were adopted in Course appropriate, standardsaligned instructional materials have been selected for each mathematics course. There is one textbook available per student. Science textbooks were adopted in Science textbooks that support Advanced Placement/International Baccalaureate courses are adopted as needed, the most recent adoption occurring in There is one textbook available per student. History/Social science textbooks were adopted in There is one textbook available per student. Foreign language textbooks are adopted as needed by course. Several courses adopted new textbooks in , and supplemental books continue to be adopted each year. The oldest textbooks used by some courses were adopted in There is one textbook available per student. Health textbooks were adopted in There is one textbook available per student. Visual and performing arts students have access to course appropriate textbooks and instructional materials. From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0 Yes 0 Yes 0 Yes 0 Yes 0 Yes 0 Yes School Accountability Report Card for John F. Kennedy High School Page 4 of 13

20 Core Curriculum Area Science Laboratory Equipment (grades 9-12) Textbooks and Instructional Materials/ Year of Adoption All science labs at Kennedy High School have the following equipment: tables with chemical-resistant tops, stools at lab tables, white board/chalk boards for demonstrations, one complete set of glassware per classroom, linear measuring devices (meter sticks, 12 /6 rulers, etc.), course appropriate charts, hot plates, triple-beam and/or top-loading balances, thermometers, overhead projector, LCD projector, ELMO projector, VCR/DVD player, and laserdisc player. Most labs have additional equipment appropriate for the courses being taught in the room. From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0 School Facility Conditions and Planned Improvements (Most Recent Year) Kennedy High School opened in The 47.4 acre site includes 80 regular classrooms. Twenty-six of these are rooms, which are designed for specific programs (i.e. computer labs, science lab, choral music, etc.). The site includes a multi-purpose room, a media center, a performing arts center, a gym, and a variety of sports fields. Maintenance and Repair: Site and District maintenance staff ensure that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service. Emergency repairs are given the highest priority. Cleaning Process and Schedule: The District's Board of Trustees has adopted cleaning standards for all schools. The administration works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. All classrooms and restrooms are cleaned daily. Deep cleaning, including waxing of floors and painting, takes place during times when students are not in classes. Students, parents, and staff are encouraged to report any objectionable conditions via a uniform complaint procedure. Kennedy High School recently completed a large modernization and construction project with an estimated total budget of $38.6 million. The new facilities include a practice gym, expansion of the library, a new auditorium, and some science classrooms. The modernization portion of the Kennedy project, which included 12 campus buildings and support facilities such as the kitchen, was completed in conjunction with the new facilities project. The most recent site inspection was completed on September 17, School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: September 17, 2015 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned X Repairs made to A/C vents in the gym. Interior: Interior Surfaces X Repairs made to ceiling tiles in various offices. Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation X Electrical: Electrical X Several lights were replaced near the cafeteria speed line, in the Coach's Office in the boys' locker room, near entrance door in Room 803, and in the performing arts center School Accountability Report Card for John F. Kennedy High School Page 5 of 13

21 System Inspected Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials X Structural: Structural Damage, Roofs X School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: September 17, 2015 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned X Partition door replaced in handicap stall in boys' restroom by room 313. External: Playground/School Grounds, Windows/ Doors/Gates/Fences X Overall Facility Rating (Most Recent Year) Year and month in which data were collected: September 17, 2015 Exemplary Good Fair Poor Overall Rating X B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study California Assessment of Student Performance and Progress Results for All Students (School Year ) Subject Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State English Language Arts/Literacy Mathematics Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Number of Students Percent of Students Student Group Grade Standard Standard Standard Enrolled Tested Tested Not Met Nearly Met Met Standard Exceeded All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino School Accountability Report Card for John F. Kennedy High School Page 6 of 13

22 Student Group Grade Number of Students Enrolled Tested Tested Standard Not Met Percent of Students Standard Nearly Met Standard Met Standard Exceeded Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Number of Students Percent of Students Student Group Grade Standard Standard Standard Enrolled Tested Tested Not Met Nearly Met Met Standard Exceeded All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy School Accountability Report Card for John F. Kennedy High School Page 7 of 13

23 Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. California Standards Tests for All Students in Science (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science (grades 5, 8, and 10) Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Standards Tests Results by Student Group in Science (School Year ) Student Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 56 All Students at the School 67 Male 69 Female 63 Black or African American 57 American Indian or Alaska Native -- Asian 80 Filipino 78 Hispanic or Latino 53 Native Hawaiian or Pacific Islander -- White 68 Two or More Races 77 Socioeconomically Disadvantaged 21 English Learners 9 Students with Disabilities 62 Foster Youth -- Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Career Technical Education Programs (School Year ) John F. Kennedy High School has ten career pathways that represent several industries that suit the needs, interests, and demands of its diverse student body. During the school year, courses were offered in the following career industries: Arts, Media & Entertainment; Education, Child Development, and Family Services; Business & Finance; Health Science & Medical Technology; Information Technology; Marketing, Sales, and Service; and Public Services. Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 604 % of pupils completing a CTE program and earning a high school diploma 98.05% % of CTE courses sequenced or articulated between the school and institutions of postsecondary education 100% School Accountability Report Card for John F. Kennedy High School Page 8 of 13

24 Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education. California High School Exit Examination Results for Grade Ten Students (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced School District State English-Language Arts Mathematics Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California High School Exit Examination Grade Ten Results by Student Group (School Year ) Group Percent Not Proficient English-Language Arts Percent Proficient Percent Advanced Percent Not Proficient Mathematics Percent Proficient Percent Advanced All Students in the LEA All Students at the School Male Female Black or African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Physical Fitness Test Results (School Year ) Grade Percent of Students Meeting Fitness Standards Level Four of Six Standards Five of Six Standards Six of Six Standards Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy School Accountability Report Card for John F. Kennedy High School Page 9 of 13

25 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year) John F. Kennedy High School encourages parental involvement and offers a variety of opportunities for interested parents. Kennedy fosters opportunities for parents in PTSA, School Site Council, Booster Clubs, Discipline Committee, WASC, coffee talks with the principal, and a parent education series in Spanish. At the district level parents are involved in DELAC, Superintendent's Advisory Committee, and our LCAP. Kennedy also offers opportunities for volunteers to work in the library and various offices. Each year we host the Green Band from Japan. The Green Band members are high school students in Japan who play in the Rose Parade every year and stay with Kennedy families in the area. State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator School District State Dropout Rate Graduation Rate Completion of High School Graduation Requirements (Graduating Class of 2014) Group Graduating Class of 2014 School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth School Accountability Report Card for John F. Kennedy High School Page 10 of 13

26 State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Rate School District State Suspensions Expulsions School Safety Plan (Most Recent Year) The school safety plan is reviewed on an annual basis. The Kennedy High School safety plan was last updated and approved by the Anaheim Union High School District (AUHSD) Board of Trustees in the November of The plan was shared with the staff prior to the beginning of the school year. Kennedy's policy packet and AUHSD Parent Handbook are great resources for key information regarding school safety. In addition, Kennedy has a Discipline Committee that meets monthly with teachers to discuss current safety and school trends. The La Palma Police Deparment meets anuually with the school site to discuss current trends and lock down procedures. We meet with community members quarterly and provide input to city wide concerns. Additionally we have a Positive Behavior Intervention System (PBIS) to help with school safety, student discipline and appropriate responses to behaviors. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District State Made AYP Overall Yes No Yes Met Participation Rate: English-Language Arts Yes Yes Yes Met Participation Rate: Mathematics Yes Yes Yes Met Percent Proficient: English-Language Arts N/A N/A N/A Met Percent Proficient: Mathematics N/A N/A N/A Met Attendance Rate N/A Yes Yes Met Graduation Rate Yes No Yes Federal Intervention Program (School Year ) Program Improvement Status Indicator School District First Year of Program Improvement Year in Program Improvement* Year 3 Number of Schools Currently in Program Improvement N/A 14 Percent of Schools Currently in Program Improvement N/A Note: Cells with N/A values do not require data. In PI School Accountability Report Card for John F. Kennedy High School Page 11 of 13

27 Average Class Size and Class Size Distribution (Secondary) Subject Avg. Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms Class Class Class Size Size Size English Mathematics Science Social Science Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year ) Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 0 N/A Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 1 N/A Psychologist N/A Social Worker N/A Nurse N/A Speech/Language/Hearing Specialist 0 N/A Resource Specialist N/A Other N/A Note: Cells with N/A values do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site $8,296 $1,743 $6,554 $89,813 District N/A N/A $7,743 $88,375 Percent Difference: School Site and District N/A N/A State N/A N/A $5,348 $74,908 Percent Difference: School Site and State N/A N/A Note: Cells with N/A values do not require data. Types of Services Funded (Fiscal Year ) Kennedy receives LCFF funds totaling $157,552. Kennedy receives Title II funding totaling $150, School Accountability Report Card for John F. Kennedy High School Page 12 of 13

28 Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $48,618 $44,363 Mid-Range Teacher Salary $88,470 $71,768 Highest Teacher Salary $101,623 $92,368 Average Principal Salary (Elementary) Average Principal Salary (Middle) $126,979 $121,276 Average Principal Salary (High) $133,651 $133,673 Superintendent Salary $245,000 $210,998 Percent of Budget for Teacher Salaries 41% 36% Percent of Budget for Administrative Salaries 4% 5% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Advanced Placement (AP) Courses (School Year ) Computer Science Subject Number of AP Courses Offered* Percent of Students In AP Courses English N/A Fine and Performing Arts Foreign Language 4 N/A Mathematics 7 N/A Science N/A Social Science 15 N/A All courses 40.8 * Cells with N/A values do not require data. Where there are student course enrollments. Professional Development (Most Recent Three Years) Kennedy High School has calendared within the school year 33 late start days and two non-student days. This time, which is provided to staff members, is devoted to staff development on site and teacher collaboration. Staff members are offered additional staff development opportunities through the AUHSD online directory as well as various trainings offered by the Orange County Department of Education and others. Various Kennedy programs participate in summer workshops held on site. Kennedy High School has added a postion designated as Lesson Design Specialist. These employees act as academic coaches and assist in staff development activities. N/A N/A School Accountability Report Card for John F. Kennedy High School Page 13 of 13

29 Student Achievement Local Control Funding Formula (LCFF) State Priorities Snapshot Reporting John F. Kennedy High Enrollment (2305) Address: 8281 Walker St., La Palma, CA Grades Offered: 9-12 County-District-School Code: Student Achievement Enrollment by Program Eligibility English Learner (EL) Foster Youth (FY) Socioeconomically Disadvantaged (SED) Students With Disabilities (SWD) 189 (8%) 6 (0%) 1,059 (46%) 214 (9%) California Department of Education (CDE) Report (v1.h) Generated: August 20, 2015 Tom Torlakson State Superintendent of Public Instruction Please visit the following web page for more information: Page 1

30 Student Achievement: Schoolwide (John F. Kennedy High) Grades Enrollment and Percent of Students Who Took at Least 1 AP Exam Grade 11 Enrollment and Percent of Students Who Took the EAP ELA Grade 11 Enrollment and Percent of Students Who Took the EAP Math ,765 (27.0%) 1,765 (32.0%) 1,686 (31.0%) 628 (87.1%) 530 (91.1%) 633 (83.3%) 628 (51.0%) 530 (54.7%) 633 (58.6%) Student Engagement: Schoolwide Middle Grade Dropout Counts and Rate Level District 7 (0.1%) 8 (0.2%) 3 (0.1%) State 2,737 (0.6%) 2,870 (0.6%) 1,185 (0.3%) Not Applicable Middle Grade dropout counts include all students in grade 8 and students in grade 9 for schools where the highest grade of enrollment is grade 9 (e.g., 7-9). School Climate Number and Percent of Students Suspended Number and Percent of Students Expelled Level Level School 23 (0.9%) 36 (1.5%) 51 (2.1%) School 0 (0.0%) 4 (0.2%) 0 (0.0%) District 1,079 (3.2%) 1,944 (5.8%) 1,808 (5.4%) District 0 (0.0%) 67 (0.2%) 43 (0.1%) State 366,629 (5.7%) 329,370 (5.1%) 279,383 (4.4%) State 9,553 (0.1%) 8,266 (0.1%) 6,611 (0.1%) California Department of Education (CDE) Report (v1.h) Generated: August 20, 2015 Tom Torlakson State Superintendent of Public Instruction Please visit the following web page for more information: Page 2

31 Student Achievement: Student Groups (John F. Kennedy High) Percent of 4-Year Cohort that Completed "a-g" Requirements by Student Groups Percent of 4-Year Cohort that Completed at Least 1 CTE Pathway by Student Groups Percent of Student Groups that Passed the AP Exam with a Score of 3 or Higher (Percent is based on students that took an AP Exam.) California Department of Education (CDE) Report (v1.h) Generated: August 20, 2015 Tom Torlakson State Superintendent of Public Instruction Please visit the following web page for more information: Page 3

32 Student Achievement: Student Groups EAP College Readiness Results for ELA in 2014 (John F. Kennedy High) EAP College Readiness Results for ELA in 2013 EAP College Readiness Results for ELA in 2012 California Department of Education (CDE) Report (v1.h) Generated: August 20, 2015 Tom Torlakson State Superintendent of Public Instruction Please visit the following web page for more information: Page 4

33 Student Achievement: Student Groups EAP College Readiness Results for Mathematics in 2014 (John F. Kennedy High) EAP College Readiness Results for Mathematics in 2013 EAP College Readiness Results for Mathematics in 2012 California Department of Education (CDE) Report (v1.h) Generated: August 20, 2015 Tom Torlakson State Superintendent of Public Instruction Please visit the following web page for more information: Page 5

34 Student Engagement: Student Groups 4-Year Cohort High School Graduation Rate by Student Groups (John F. Kennedy High) 4-Year Cohort High School Dropout Rate by Student Groups 2014 One-Year High School Graduation and Dropout Rate for Foster Youth Student Group Year 2014 Graduation Rate N/A Dropout Rate N/A California Department of Education (CDE) Report (v1.h) Generated: August 20, 2015 Tom Torlakson State Superintendent of Public Instruction Please visit the following web page for more information: Page 6

35 Anaheim Union High School District Local Control and Accountability Plan District Overview 20 SCHOOLS High School: 8 Junior High: 8 Academy: 1 ANNUAL BUDGET Alternative Ed: 2 Alternative Special Ed Ctr: 1 59% Salaries $358,929,352 5 DISTINGUISHED Schools NATIONAL BLUE RIBBON SCHOOL Oxford Academy 8 CALIFORNIA GOLD RIBBON SCHOOLS 31,311 STUDENTS 23% Benefits 7% Services Employee Salaries: $194,688,110 (59%) Employee Benefits: $77,518,033 (23%) Services / Operations: $23,635,060 (7%) Books / Supplies: $35,914,505 (11%) STUDENT ETHNICITY Hispanic Total General Fund Expenditures: $331,755,708 (100%) 32 STUDENTS PER TEACHER SUBGROUPS 66% High Poverty 21% English Learners <1% Foster Youth Anaheim Union High School District, 501 N. Crescent Way, Anaheim, CA 92801, Phone: (714) , website: CDS# About This Data: The figures above represent the most recently reported public data available from the California Department of Education, ranging from 2012 to Some values may not match exactly due to rounding, reporting delays, or anomalies. *State rankings on 2012 data in the most recent 2015 Education Week Quality Counts Report Card. Asian White Other 66% 16% 12% 5% 75% Unduplicated High Need 1.5 Students per Technology Device 2,776 EMPLOYEES 50% 48% 2% AUHSD $ 10,087 / Spent Per Student annually. Nationally, California has ranked 46/50 STAFF (FTE) Support Staff (1,334) Teachers (1,274) Admin (66) in overall per pupil spending. * 2015 (888)

36 1. Stakeholder Engagement Anaheim Union High School District LCAP Page 2 6 SURVEYS Conducted 29 WORKSHOPS Held 4,500 COMMENTS Received 4,001 STAKEHOLDERS Engaged 13 REVIEWS Performed 2 BOARD MEETINGS Convened 19 GROUPS Involved Groups include: Parents, Students, Teachers, Staff, Administrators, Cabinet, Trustees, SSCs, SLTs, ELACS, DELAC, SPAC, LAEC, ASTA, APGA, CSEA, AFSCME, PTA, Student District Ambassador Program. Checklist of Items Shared: District Profile Data State Education Priorities LCAP & LCFF Overview School Site Plans LCAP & Annual Update AUHSD has informed, consulted, and involved school stakeholders in the process of creating the LCAP as summarized above. Communications to stakeholders includes: District website, , meetings, automated phone calls, flyers, social media, word of mouth, and newspaper. State Education Priorities THE 8 STATE EDUCATION PRIORITIES 1. Basic Services 2. Academic Standards 3. Parent Involvement 4. Student Achievement 5. Student Engagement 6. School Climate 7. Course Access 8. Other Outcomes A. Conditions of Learning C. Engagement Each State Priority must be addressed, and is grouped as: B. Pupil Outcomes Stakeholder input is aligned with California s Education Priorities... and combined with Top Local Priorities... resulting in Annual Goals, Actions & Expenditures

37 2. Goals, Actions & Expenditures Anaheim Union High School District LCAP Page 3 GOAL #1 College & Career Readiness SERVING THESE STATE PRIORITIES SUBGROUPS 1. Basic Services 2. Academic Standards 5. Student Engagement English Learners 6. School Climate Low Income 3. Parent Involvement 7. Course Access Foster Youth 4. Student Achievement 8. Other Outcomes SWD SCHOOLS Elementary Middle High Alternative EXPECTED MEASURABLE OUTCOMES 100 % 100% 2 % 2 % Set Baseline APPROPRIATELY ASSIGNED & HIGHLY QUALIFIED TEACHERS MAINTAIN WILLIAMS COMPLIANCE & ACCESS TO CCSS ALIGNED MATERIALS INCREASE SCORES ON CCSS-ALIGNED BENCHMARKS EACH YEAR IMPLEMENT STATE ADOPTED CONTENT & PERFORMANCE STANDARDS INCREASE PERFORMANCE TASK ASSESSMENTS % District Wide 1 % Low Income.5 % English Learners 1 % District Wide 1 % English Learners 1 % SWD % IMPROVE ACCESS TO CCSS & ELD PROGRAMS FOR EL ESTABLISH BASELINE FOR CAASPP INCREASE A-G COMPLETION RATE INCREASE GRADUATION RATE INCREASE AP PARTICIPATION & AP EXAM 3 OR HIGHER 2015

38 2. Goals, Actions & Expenditures (Continued) Anaheim Union High School District LCAP Page 4 EXPECTED MEASURABLE OUTCOMES % 1 % ELA MATH 2.6 % 1.6 % < 5 yrs 2.1 % > 5 yrs Set Baseline Set Baseline INCREASE EAP RESULTS INCREASE EL STUDENTS LEARNING ENGLISH & SCORE ENGLISH PROFICIENT INCREASE PARTICIPATION OPPORTUNITIES IN STEAM, VAPA, CTE IMPROVE PROGRAMS & SERVICES FOR UNDUPLICATED PUPILS & SWD EXPECTED ACTIONS & EXPENDITURES Goal #1 Action / Service Amount Target 1.1 Recruit, retain, & support high qualified teachers, staff, & administrators (18 lesson design specialists, 5 curriculum specialists, reduce class sizes, professional development survey) 1.2 CCSS aligned instructional design & delivery (teacher training & support) 1.3 Provide instructional CCSS & NGSS aligned materials 1.4 Access to sustainable technological resources (Chromebooks, 19 tech coaches, 6 site technicians) 1.5 Use of assessments to guide instruction, monitor student progress, & use appropriate interventions 1.6 Implement scheduling structures & offer courses to ensure opportunity for broad courses of study 1.7 Continue to refine the vertical alignment of A-G courses, Honors, and Advanced Placement courses 1.8 Increase EL access & completion of A-G courses (additional support for ELD teachers, instructional assistants, bilingual community liaisons, translators, language testing assistants) 1.9 Expand college & career programs to promote bi-literacy (5 bilingual teachers, peer-to-peer tutoring, AVID) 1.10 Implement systems to assist student placement & ensure access to rigorous courses of study 1.11 Implement services/programs to support students with completion of A-G & HS graduation requirements 1.12 Refine placement & monitoring system for EL & revise EL curriculum as part of District Professional Learning Plan 1.13 Improve services for Students With Disabilities & expand access to the core curriculum 1.14 Reduce high school dropout rates & retain students at their home schools (APEX Learning courses, summer courses, elearning courses, two ILCs) 1.15 Create post-secondary transition opportunities to support students college and career readiness $4,896,520 See Action 1.1 $10,450,000 $490,000 $250,000 $650,000 $3,518,500 $3,900,000 $557,000 $186,000 $13,282,000 $760,000 $56,370,000 $1,317,000 $120,000 All Students All Students EL SWD All Students EL 2015

39 2. Goals, Actions & Expenditures (Continued) Anaheim Union High School District LCAP Page 5 GOAL #2 Increase parent involvement SERVING THESE STATE PRIORITIES SUBGROUPS 1. Basic Services 2. Academic Standards 5. Student Engagement English Learners 6. School Climate Low Income 3. Parent Involvement 7. Course Access Foster Youth 4. Student Achievement 8. Other Outcomes SWD SCHOOLS Elementary Middle High Alternative EXPECTED MEASURABLE OUTCOMES +1 % Set Baseline Set Baseline Set Baseline Set Baseline INCREASE PARENTS COMPLETING PARENT LEARNING WALKS MONITOR SCHOOL-TO-PARENT & DISTRICT-TO-PARENT COMMUNICATION INCREASE PARENT ATTENDANCE & PARTICIPATION AT SCHOOL FUNCTIONS INCREASE PARENT PARTICIPATION IN SWD PROGRAMS INCREASE PARENT INPUT & ENGAGEMENT IN DECISION-MAKING EXPECTED ACTIONS & EXPENDITURES Goal #2 Action / Service Amount Target 2.1 Improve support structures for parents that strengthen the connection between skills developed in school and college & career readiness 2.2 Additional personnel at schools to support EL (bilingual community liaisons & translators) 2.3 Improve parent involvement services for SWD 2.4 Increase parent attendance & involvement (School Community Liaisons, PIQE) 2.5 Expand methods of communication between schools, District, & families $10,000 $1,165,000 N/C $70,000 $110,000 All Students EL SWD All Students 2015

40 2. Goals, Actions & Expenditures (Continued) Anaheim Union High School District LCAP Page 6 GOAL #3 Safe & positive school climate SERVING THESE STATE PRIORITIES SUBGROUPS SCHOOLS 1. Basic Services 2. Academic Standards 5. Student Engagement English Learners Elementary 6. School Climate Low Income Middle 3. Parent Involvement 7. Course Access Foster Youth High 4. Student Achievement 8. Other Outcomes SWD Alternative EXPECTED MEASURABLE OUTCOMES % % 9.2 % WELL MAINTAINED SCHOOL FACILITIES DECREASE HIGH SCHOOL DROP-OUT RATE INCREASE STUDENT ATTENDANCE RATE DECREASE CHRONIC ABSENTEEISM RATE % District - wide % 3.7 Set Baseline 3.8 Set Baseline 72 % English Learners 63.4 % SWD INCREASE GRADUATION RATE DECREASE DISTRICT-WIDE SUSPENSION & EXPULSION RATES IMPROVE SCHOOL CLIMATE & CAMPUS SAFETY SURVEY RESULTS IMPROVE HEALTHY KID SURVEY RESULTS 2015

41 2. Goals, Actions & Expenditures (Continued) Anaheim Union High School District LCAP Page 7 EXPECTED ACTIONS & EXPENDITURES Goal #3 Action / Service Amount Target 3.1 Create a plan for identifying & providing support for students with signif icant truancy issues 3.2 Implement behavioral support systems (MTSS, mental health resources) 3.3 Access to tools and process to identify cause of student disciplinary incidents (Aeries Analytics program, behavior intervention specialist) 3.4 Implement targeted academic intervention to close subgroups gaps 3.5 Increase counselors to monitor student progress & implement support services 3.6 Upgrade facilities to improve learning environment (3 custodians, 4 athletic field workers, security cameras) 3.7 Increase academic support & extracurricular opportunities $205,000 $1,050,000 $146,000 See Actions 1.5 & 3.2 See Action 1.7 $12,177,000 $64,000 Low Income All Students Total Specif ied LCAP Expenditures: $ 111,624, EXPECTED SERVICE IMPROVEMENT 2013 LCFF ENACTED California law mandates new Local Control Funding Formula consisting of 3 tiers... Concentration Grant Supplemental Grant Base Grant $22,912,754 $37,278,911 $250,961,209...targeting disadvantaged students... Foster Youth English Learners High Poverty...resulting in increased service of... 15% EXPECTED SERVICE IMPROVEMENT USING $39,100,000 IN TOTAL CONCENTRATION & SUPPLEMENTAL GRANTS 2015

42 3. Annual Update, Anaheim Union High School District LCAP Page 8 GOAL # 1 IMPLEMENTATION OF COMMON CORE, ENGLISH & SCIENCE STANDARDS Expenditures $5,882,266 Goal in Progress Outcomes Metrics Progress Outcomes Metrics Progress 1.1 Textbooks adopted & purchased 1.2 Improve performance task assessments 1.3 Parent surveys to provide baseline yes pending Consistent grade distribution results 1.5 Track college & career readiness pending yes GOAL # 2 ALL STUDENTS EARN HIGH SCHOOL DIPLOMAS Expenditures $68,281,875 Goal in Progress Outcomes Metrics Progress Outcomes Metrics Progress 2.1 Improve graduation rates 2.2 Track placement of EL & SWD 2.3 Track use of data system 2.4 Improve attendance rates pending yes yes yes 2.5 Track suspension data 2.6 Track use of data to inform interventions 2.7 Track student achievement by subgroup pending yes pending - Completed - Progress Made - Investigate Further 2015

43 3. Annual Update, (Continued) Anaheim Union High School District LCAP Page 9 GOAL # 3 ALL STUDENTS ARE COLLEGE & CAREER READY Expenditures $7,443,728 Goal in Progress Outcomes Metrics Progress Outcomes Metrics Progress 3.1 Track staff participation in PD 3.2 PD to support effective use of technology 3.3 Increased pathway completion & CTE yes yes 1, Increased A-G completion 3.5 Importance of A-G completion is understood 3.6 Utilize cohort data pending 73% pending Abbreviations: School Site Councils (SSCs), School Leadership Teams (SLTs), English Learner Advisory Committees (ELACS), District English Learner Advisory Committee (DELAC), Superintendent's Parent Advisory Council (SPAC), Los Amigos Education Committee (LAEC), Anaheim Secondary Teachers Association (ASTA), Anaheim Personnel and Guidance Association (APGA), California School Employees Association, Ch. 17 (CSEA), American Federation of State, County, and Municipal Employees (AFSCME), AP (Advanced Placement), AUHSD (Anaheim Union High School District), AVID (Advancement Via Individual Determination), CAASPP (California Assessment of Student Performance and Progress), CAHSEE (California High School Exit Examination), CCSS (Common Core State Standards), CTE (Career Technical Education), EAP (Early Assessment Program), EL (English Learner), ELA (English-Language Arts), ELD (English Language Development ), FIT (Facilities Inspection Tool) FTE (full-time equivalent), FY (Foster Youth), ILC (Independent Learning Center), LCAP (Local Control Accountability Plan), LCFF (Local Control Funding Formula), LI (Low income), LTEL (Long Term English Learners), MTSS (Multi-Tiered System of Supports), NGSS (Next Generation Science Standards), PD (Professional Development), PIQE (Parent Institute for Quality Education), PTA (Performance Task Assessments, Parent Teacher Association), SPED (Special Education), STEAM (Science, Technology, Engineering, Arts, & Mathematics), SWD (Students With Disabilities), VAPA (Visual & Performing Arts). This infographic provides a high-level summary only. For more specific details, please refer to the accompanying 82 page LCAP narrative plan. Anaheim Union High School District, 501 N. Crescent Way, Anaheim, CA 92801, Phone: (714) , website: CDS# (888)

44 AUHSD -Kennedy High School Academic Requirements Rubric A-G Requirements AUHSD Requirements University of California (UC) and Cal State University (CSU) Academic Honors at Graduation NCAA Requirements A Social Science World History US History Gov't/Econ A "C" or above both semesters is necessary for all courses listed in this column World History US History World History US History Gov't/Econ World History US History B English English 1 English 2 English 3 English 4 or ELD I, II, III English 1 English 2 English 3 English 4 may include 1 yr of ELD IIIA/B English 1 English 2 English 3 English 4 may include 1 yr of ELD IIIA/B English 1 English 2 English 3 English 4 *3 years for Division II C Math 3 years of a different math course Algebra 1 / Math 3 Geometry / Math 4 Algebra 2 / Math 5 4th year recommended for CSU/UC Algebra 1 / Math 3 Geometry / Math 4 Algebra 2 / Math 5 Three years of math must include Algebra 1 / Math 3 *2 years for Division II D Science One Life Science, One Physical Science **Science should be taken through the junior year Two years of a lab science (Biology, Chemistry, or Physics) 3 or more years recommended for CSU/UC Two years of a lab science (Biology, Chemistry, or Physics) Two years of lab science E World Language One year of a world language Two years of the same world language; 3 or more years recommended See your counselor for details Two years of the same world language One additional English, math, or lab science *3 additional for Division II F Visual or Performing Art (V.P.A.)* OR One year of a V.P.A. AND One year of an approved V.P.A.* One year of a V.P.A. Make an appointment with your counselor if NCAA applies to your goals! G Electives One year of a career class 1 P.E. 4 semesters required 2 Health 1 SEMESTER 3 Minimum G.P.A 4 Other Revised April credits Pass CAHSEE Digital Literacy *VPA=Visual/Performing Art See Registration Materials for the many eligible VPA classes. One year of an approved college preparatory elective from the A - G list CSU 2.0 in above classes only** SAT Reasoning or ACT*** **Eligible G.P.A. varies based on Qualifier Index UC 3.0 in above classes only** SAT Reasoning or ACT (SAT Subject verify with university) ***SAT/ACT qualifying score varies based on Qualifier Index Two more years of any of the above courses or A-G course 3.5 in above classes only** Applications available in March of your senior year Four additional courses from above or may include foreign language Both Division 1 & 2 Check approved Kennedy High NCAA courses and eligibility at 2.3** **Qualifying index varies on division--refer to website for specifics Kennedy High School Important Note: Great efforts have been made to update information. However, students are expected to verify information on their own with colleges and NCAA.

45 Teacher Managed Behaviors Disruptions Defiance Disrespect Dress Code Inappropriate Language Property Misuse Physical Contact (Non-aggressive) Tardies (First 3) Lack of Materials / Preparation Motivation Attitude Electronic Devices 1 st Offense Academic Dishonesty PE Non-Suits A Third offence or an extreme offence of any of the above behaviors becomes an administratively managed behavior John F. Kennedy High School Behavioral Flow Chart Observed Student Behavior YES Discuss behavior with student. Enter Visit in Aeries Revisit behavior with student, Call parents, Enter visit into Aeries, and Advise AP Third Discussion with student, second parent Call, Enter visit into Aeries, issue detention YES Continue teacher management. Student remains in class Teacher Managed? Has Behavior Changed? NO Call Security to escort student to the office Enter Referral into Aeries and call parent Administration determines the appropriate course of action, provides follow up. NO Call Security to escort student to the office Administration Managed Behaviors Failure to Serve Weapons / Dangerous Objects Controlled Substances Fighting / Assault / Aggression 3 rd offence of any teacher managed behavior 2 nd offence Academic Dishonesty Chronic Disruptions Chronic Defiance Chronic Dress Code Offences Chronic Non-Suits Bullying / Harassment / Taunting Inappropriate Displays of Affection Tardies (4 th and Following) Graffiti Possession / Paraphernalia Vandalism

46 Engage Educate Empower Kennedy High School MTSS NEWS August 10, /2016, Number 1 Updates: Invisible Mentorship: In Class Support: Educational Management Team (EMT): I ve been told that one should get going then get better. Last year we got going, so this year we aim to get better. A few programs and concepts got off the ground last year and had success for those students who were involved. This year, we are hoping to expand the programs that were started as well as roll out some new ideas that are district-wide implementations. Here is a quick rundown of what is in place for this year and how RtI/MTSS can help in the classroom. The feedback that I was provided with suggested that our students enjoyed developing a closer relationship with their instructors. Using the provided information in the shared Google drive folder please choose one or two students per period per day to have a casual conversation about the areas of need that the student may be exhibiting. Here is a bullet list of the categories that indicate student need. - Term and Total GPA - Referral count - D Totals (2 or more) - F Totals (1 or more) - Unexcused absences (3 or more) - Tardies (10 or more) The earlier we can begin these conversations the more normal they will become for our students. Let s get started! Not sure how to access the information? Don t have permission yet? Please let me know and I will be happy to help. We all have those students who we just don t know what to do with. That may be where RtI/MTSS can help. The RtI program can provide immediate classroom support with Tier I intervention suggestions for the student in question. I can also provide classroom coverage so that you can seek advice from another teacher who is not experiencing the same difficulty with the student that you are. Please feel free to or call me to discuss a student or arrange a time that will work well. A new process that has taken over the IST is the EMT or Educational Management Team. This team will help to explore, direct, and manage student intervention in tiers II and III. How will this affect you? There is a referral process that is quick and easy. Once referred, I will continue to gather data that will help to direct the EMT. Then a meeting will occur wherein appropriate interventions will be put in place. How does one refer a student? I will place the forms in the mail room where they are easily accessible. Once they are completed, please return the form directly to me or place it in my box.

47 Library Tutor Center: Newsletter: One of the most successful things that started last year was an expanded tutor center in the library. I began working with CSF and NHS to train tutors in the best ways to assist our students. This year, we will be starting more quickly and be refining the process to make the total experience more enjoyable for all. Except for when testing does not allow, we will be providing tutoring services in the library with a more quiet tutoring location in the career center. More details on start dates are coming soon. This is the first newsletter of the year. I hope to provide monthly newsletters that will discuss data trends and ideas for classroom level interventions. Here s to a great year of helping our students find success! John Hoganson Rm. 216

48 Engage Educate Empower Kennedy High School MTSS NEWS December, /2016, Number 5 A-G, The new measure of a school? At the beginning of each school year, each site puts together a total plan of action for the school called the Single Plan for Student Achievement, or the SPSA. After a solid draft of the document is put together, it is presented to the Education Division of the district office. All the big names are present and they pour through the document to make suggestions for adjustments and changes that need to be made to the document before it is brought before the school board for ratification. One of the activities that occurred in the meeting was a candid conversation between the Mr. Matsuda, Dr. Fried, and Kennedy s leadership at the meeting. One of the questions asked, was about our A-G completion rates. A-G are the list of classes necessary for our students to complete to be eligible to get into a four year university and/or be career ready. As it stands, 52% of our student populace graduate having completed the A-G requirements. There is some debate as to whether or not that number is totally accurate, but that debate isn t the thrust of this article. One of the measures of a school is the number of students who graduate having met those requirements. Our counselors do a fantastic job of educating our students as to which classes to take. Moreover, our entire scheduling system has begun changing to align all coursework with A-G requirements. The last part of the puzzle happens every day in your class. Although a D will give you five credits and will qualify for graduation, it WILL NOT qualify for A-G completion. That is why we, as a school, are going to begin a campaign called Ds = (College) Degrees. The Ds = Degrees campaign is a total systemic response to the number of Ds and Fs that we reported at the quarter. It consists of multiple parts. The first was reported out in the last newsletter, the Saturday Academy focusing on a back to basics approach. The campaign will continue with ASB blasting posters around campus with study tips as collected from you, the staff. The Shamrock will be putting study tips in their video announcements; our IB students will be sharing their study wisdom with the student populace; there is an added section in the parent bulletin with tips for parents or guardians on how to help their students study. All of this leads back to you, our front line support. Changing the culture of a school is not an easy process, but that is exactly what we need to do. Please join me in our quest to communicate to our students that Ds = Degrees.

49 Restorative Practices for Tier III More and more specific interventions are coming on line every day, and that s one of the things that I enjoy about the organic nature of the MT Support Systems on this campus. If there is a need for an intervention, we have a menu of interventions that we draw upon, but we are not limited to that menu. We have the ability to create and implement interventions as displayed by need. One such need has arisen for behavioral concerns. In extreme cases, there is need for a very direct intervention that utilizes the ideas behind Restorative Practices. One of the protocols that restorative practices use is designed to restore community between two individuals. In this case, a circle between a student and a teacher, or teachers, as the case may dictate. Here are the practicals behind the concept. Several students are scheduled (about five) into one day. A roving sub is used to free a teacher from their class for a time to participate in a restorative circle. The students Assistant Principal and I will help to facilitate the conversation between the two individuals with the goal of restoring a functional community between the participants of the circle. Agreement is reached on all sides as to appropriate resolution between those involved in the circle and a contract is filed as to the nature of the agreement reached. This is a tier III intervention and will be used accordingly and sparingly. Should you feel that you have a situation in your class where you would benefit from this type of an intervention, please send me an so that I can do the appropriate research and make arrangement to facilitate just such an event. Out of the ordinary? Drop me an ! Reminders: Notice something out of the ordinary? Have you had a student change in a way that doesn t make sense? Has a student suddenly had a change in effort, or attendance? Drop me an so that we can check in with them to make sure that all is okay. You are the front line defense for our students. Your eyes and ears are invaluable and irreplaceable! - EMT forms are placed in your box one week before the meeting for that student occurs. Filling out the form means that you don t have to be in the meeting! - I am always available to assist you with in class strategies for your at risk students. Just let me know that you need help, even if you don t know exactly what kind of help you need. - The At risk list in the confidential at risk folder is updated at the beginning of each week. Please use the information there to help guide your conversations with those students whose name s names you find there. A kind word and a caring conversation go further than you might think. We are MTSS John Hoganson Rm. 216

50 Engage Educate Empower Kennedy High School MTSS NEWS February, /2016, Number 6 Looking at the data from the semester, one of my Ah-Ha moments came when I Focus on looked at the number of students shifting up and down the tiers. There were gains in Tier I: each category. Unfortunately, this game is more like golf, the lowest score wins With that in mind, I would like to spend time focusing on Tier I, the 100% category. Here are some ideas that were passed to the MTSS site Coordinators by our current Assistant Superintendent of Education, Dr. Fried. UDL Classroom Management Skills: The 16 Proactive Classroom Management Skills to Support Academic Engagement and Reduce Disruptive behavior 1) Smile and be nice 2) Positive greetings at the door to pre-correct and establish positive climate 3) Strategically establish positive relationships with all students in the class. - Teacher intentionally reaches out to each student to get to know them and learn about them 4) An organized productive classroom is visible - All student can see instruction without having to strain or engage in effort - Students do not face traffic areas (distractibility) Problem students are not seated next to one another - Easy to walk without disruption 5) Visible schedule of class activities - Teacher posts updated daily agenda in highly visible area - Teacher references schedule to create expectation and structure 6) Classroom behavioral expectations and procedures - Establish clear rules and procedures at the beginning of the year - Have students participate in developing the rules: self-government - Review rules periodically - Reinforce rule abiding behaviors - Response cost of rule violating behaviors 7) Cuing systems to release and regain student attention - Teacher uses non-verbal cue to gain student attention - Cue is interactive and fosters high student engagement 8) Teacher mobility & proximity - Teacher does not stay in one spot - Use proximity and visual cuing to redirect behavior - Teacher uses non-verbal cue to regain student attention and foster high student engagement

51 9) Manage transitions - Establish procedures for transitions - Practice transitions and provide feedback - Reward and praise students for successful transitions "Beat the buzzer" 10) Managing independent seatwork - Independent seatwork is limited for skill fluency practice (Independent seatwork is associated with lower rates of engagements and student achievement than teacher-led activities) - Clear expectations - Have backup assignment/activity for those who finish early - Peer-assisted assignment correcting 11) Communicating competently with students - Praise, encouraging feedback, empathy statements and smiling - Delivering effective praise: specific, sincere - Delivering effective reprimands or corrective statements: brevity, nonthreatening, soft voice, proximity 12) Teach and model pro-social skills - Set aside time to teach pro-social skills for success in the classroom - Provide non-examples - Catch 'em being good: behavior specific praise 13) Motivation System - System of delivering rewards or contingent access to desired activities or privileges based on performance - Allows students to receive payoff for maintaining on-task behavior - Helps students who are not inherently good at or motivated to do academic tasks 14) Goal setting and performance feedback - Establish a reasonably ambitious behavior goal for necessary students - Deliver periodic feedback to the students based on their progress toward goal attainment - Reward the individual students and/or entire class for meeting preset goal 15) Numerous opportunities to respond and interact with teacher and classmates over content - Students with teacher: Choral Responding, random asking of students, visual checks for understanding, etc. - Students with students: Pair-share, small groups, etc. 16) 5 to 1 Positives to Negatives - Five positive comments, gestures, and interactions to every one correction, reprimand, or negative interaction I am sure that at least one thing on this list connected with you as you read. Maybe you were able to find something to think about as well? These are all a part of UDL. It is good to be reminded every once in a while of the things we all know are good practice, isn t it? Remember- We are MTSS John Hoganson Rm. 216

52 Engage Educate Empower Kennedy High School MTSS NEWS Quarter Data Edition November, /2016, Number 4 The Data: The First quarter has come and gone. So, where does that leave us? Let s take a look. Kennedy Theoretical At-Risk Totals At-Risk indicators Flagged Actual Kennedy Numbers Actual Kennedy Percentages Tier III- 5% % Tier II - 20% % Tier I - 100% 2, Pre-At Risk 553 Pre-At Risk 23% Here is a closer look at some of the more specific numbers. Grades: Grade: Total Number Number of Ds Number of Fs 9 th th th th Total Number of Students with: Percentage of students passing: (Passing = C or better) English Math 80% 75% Attendance: Grade: Total Students missing more than Tardies Unexcused Absences Number 10% 9 th th th th Total

53 Discipline: Grade: Students W/ Referrals Number of Referrals 9 th th th th Total Top 3 reasons for referral: Area Number % of total referrals Failure to Serve Tardy Cell Phone Total The counselors met with students who received a D or a F in the first quarter. A short survey was given to help us determine what happened. The four questions and their results are below. 1) What class or classes did you struggle with? English % Math % Science % History % Other % 2) Why do you feel that you struggled? Not interesting % Not relevant to my life % Too hard % I was absent too much % I had a personal issue 39 20% Other %

54 3) What things have you done on campus for help? Math Tutors % Teacher's office hours % Computer labs % Library study center % The typical response found in other is that the student has done nothing for assistance. Saturday Academy % Other % 4) What things have you done off campus to help? Online Assistance (Tutor websites, Youtube, etc) % Tutoring outside of school % Parent or sibling assistance % Peer assistance from another student % Extra study time % Other % The Analysis: Drilling down the data, specific students were identified, and data on teacher report card comments was compared. The comments by teachers were missing, late or unsatisfactory homework, missing, late or unsatisfactory class work, and low test scores. These comments appeared almost universally in these sub groups. As you can see, the data suggests that off campus, the students are adding time to their studies, and asking for help from family or friends. On campus, students are seeking out their teachers for help. But it isn t working. Teachers are commenting that students are exhibiting missing or unsatisfactory work in one form or another. The students are saying that they are adding time to their studies or seeking help from teachers or family/friends. Clearly, the things that the students are doing are not working. After much conversation with multiple people, the feeling is that our students don t know how to study. They don t know what they are doing with the extra time. They don t know how to ask others for help. So What do we do?

55 The Response: The response that we are working on is comprehensive and takes full advantage of the systems on campus. We have a multi pronged attack planned. 1) Tier II Two phased Targeted classes for study skills building. We have identified groups of students who identified that they struggle with both math and English. Administration will populate a Saturday academy where discipline specific teachers will explicitly instruct our students in study methods for the afore mentioned disciplines. Each class will last two hours and then the classes will switch and start again. Phase I will deal with students who struggle in both areas. Phase II will occur in December and address students who struggle in one discipline or the other. 2) Tier I We are using multiple systems to address the campus at large. ASB is going to blast the campus with a motivation campaign and study tip advertisement. The journalism team is going to blast study tips on the video announcements. Our parent communication is going to give parents and/or guardians tips on how they can help their student study. IB is going to offer how to tips for studying from a student perspective. All of the above systems are dedicated to student improvement. So what does that mean to me? Here are some things to think about. - If I were a student in my class, what would I need to know to be successful? - Do my students know those things? - How do I promote the idea of how to study in my class? - What do I do to support students in my class who are struggling? - Is there anything I can do in my class to assess students basic skill levels? - I need to review the at-risk data folder to identify my kids so I can effectively mentor them. - How can I use frequent formative assessment to assess my student s understanding of material and adjust my teaching practices to meet their need? - How can I use classroom formative assessment data to direct IT discussion regarding dilemmas in my curriculum and development of meaningful performance task assessments? John Hoganson Rm. 216 We are MTSS

56 Engage Educate Empower Kennedy High School MTSS NEWS October, /2016, Number 3 Freshman Check-In: The counselors, administration, and I had the opportunity to meet many of our freshmen in a smaller setting. The purpose of the meeting was to create a tighter community between them and those who met with them. In the meeting we discussed many things and used a few new protocols to help with community building. When the students came in, the chairs were arranged in a circle to facilitate conversation. The meetings began with a meet and greet with administration so the students could see who they are in a smaller setting. After that, we went around the circle and introduced ourselves as well as discussed one thing we were excited about and one thing that we were nervous about when entering high school (yes the adults played too). From there, we discussed things that are looked at that might put a student on the MTSS radar, the counselor went over graduation requirements in a shortened manner, and we discussed some of the supports that are in place. They are admin, counselors, MTSS, teachers, the tutor center and the Aeries grade book. Before we concluded the meeting, we went around the circle again and asked the students what their personal take away was from the meeting. The students were participatory and seemed to enjoy the meeting. While many of them had similar take aways, almost without exception each of them found something that they were able to relate to. Thank you for your willingness to send your students to us and we hope that our efforts together will help our students meet with success. EMT teacher information request: Part of the EMT process is gathering information about the student(s) who are referred to the EMT. That discovery process allows us many things. First, your input here frees you from having to attend the meeting. Not to say that you aren t welcome, but you don t have to attend. Second, this form helps us to determine if there is 1) a need for an intervention 2) what kind of intervention is needed. The meetings, per half of the alphabet, come in two week intervals. If a student is referred inside of one week of an EMT they will appear on the following agenda. The return by dates on the form is one week from the meeting date. If you receive a form please fill it out and put it back in my box in the main office.

57 PBIS and Restorative Justice: In the last news letter I discussed the idea of being explicit about teaching your behavior standards in your classroom. It seems so basic, but we seem to forget that not everyone has the same set of rules that we do. What s okay in one class may or may not be okay in the next (for example, cell phone usage). This time I want to focus on something else. The district is taking action on a movement called Restorative Justice. There are several things going on in this movement, and I don t want to overload you with information, so today I will focus on community building. One of the most basic things that we should be doing in our classroom is building a sense of community. Out of this community come several things that will benefit your classroom. First, a sense of trust is developed between you and your students. Second is a sense of trust that is developed between your students. It goes without saying that trust is vital in an educational setting. Students who trust the situation they are in are more likely to take positive risks. Try this. It s simple. Put the kids in a single circle. Then, in sequence, have them respond to a simple check in question. It could be something simple like one highlight from your weekend. Allow each student to respond to the question. They may pass, but it is important that you come back around to them before you break away. It is also important that you answer the question too. While they may be hesitant at first, You may find that your students find commonalities amongst themselves and are more willing to participate when it comes time to work in class. It s just that simple. Disciplinary Literacy: Last year, we all gathered together at Anaheim H.S. There, we listened to Kelly Gallaghar talk about the writing journey. This year we will continue that journey; in fact we are exploring many avenues of how to best implement the concept. One way that the conversation is progressing, through our LDS Tiffany Weir, is the concept of disciplinary literacy. What is it? Well, here s the concept As a math teacher I would have little use for writing biographies in my class. The same could be said for this or other genres in a science class or in tech core. It is also true that one needs to read differently within each discipline. A strategy that would work in English may or may not work in Science or Social Studies. Why don t we teach our students to read like a historian, like a mathematician, like a scientist, like a? This is the idea and there are other aspects of this idea that will be soon to follow. However, for the time being, ask yourself this question. How can I teach my students to read and write like one who is in my discipline? We are MTSS John Hoganson Rm. 216

58 Engage Educate Empower Kennedy High School MTSS NEWS September, /2016, Number 2 Tier I Interventions: There is always a large discussion about tier I and why it is called intervention. Tier I is supposed to be implemented for 100% of all students on campus. Does it make sense that every student on campus is in need of intervention? Well, at some level, yes. It can be argued that every student will need assistance with their learning. As a teacher, my first thought is great, more work. I would like to maybe change this paradigm just a bit as I introduce a few of the ideas that are considered interventions. Many of them are already done for you. Some of them are just the way we do business. Others are ideas that won t take much to implement in the classroom. This list isn t exhaustive; I m sure you can think of some I don t have on this list. I ve divided the interventions by function. Academic Behavioral Socio-Emotional First Best Instruction Lesson Design Spec. Aeries Parent Portal Content Objectives Writing to learn Checking for understanding Clear Expectations Behavioral Flow Chart Protocol Student / Teacher conference Assistant Principal collaboration Classroom Management Creation of Respectful environment Teacher / Student check-ins Tier I interventions are not tools that one has to use in specific cases, they are foundational. They are as much a part of the classroom as a cup or a plate is a part of a meal. Thank you for being the first line of defense in the intervention process. Educational Management Team (EMT): The EMT process has begun and is scheduled to hold its first meeting on September 10 th. The process is different from an IST in many ways. One of the main ways that it is different is that it deals with groups of students. Instead of handing students on a one by one basis, information is gathered about a group of students, a meeting agenda is formed, and then a meeting is held to decide what interventions might be put in place to help the student(s) in question. The first half of the alpha (A-LEE) will kick off the meetings on the 10 th. The second half (LEF-Z) will hold their meeting on the 17 th of September. The two alphas will then meet every other week so that we can respond to the needs of our students in a timely manner.

59 After the meeting each student on the agenda will have interventions that will be put in place to try to help them be more successful in their class. The classroom teacher will receive the Tier II interventions that are to be implemented. After four to six weeks (this monitoring time is to be determined by the EMT process) the student is reevaluated by the team and is taken off of the interventions, maintained on the interventions, or elevated to the next phase of the EMT process. For a full list of dates please contact me. I will be happy to share them with you. Don t forget! The EMT Referral forms are in the mail room. OR, you can come see me for a form too. EMT Request for Assistance Let s take a moment to look at the EMT Request for Assistance Form. There is a section that asks for Tier I interventions made to date. It is important to note that the interventions here are not a checklist that needs to be completed before an EMT will take place, but is simply a way for us to discover what has already been attempted. Please take a moment of time to help us understand what has already been attempted so that we do not duplicate work in our attempts to assist our students. PBIS For High School?!? Okay, I m guilty of this too I look at the concept of PBIS and think to myself, how can this possibly work at the secondary level, let alone in a high school? Even the concept of PBIS is hard to swallow because when we think of discipline we instantly think of those students who are problematic. We forget about all of the students who are not discipline problems. Here is, perhaps, a new way to think about it. When a student walks in to your class, it is a reasonable assumption that they do not know how you like to manage your class. Because of this, you spend time acquainting them to your class rules and methods. In the same way, the students often do not know what our campus rules are either. Our Assistant Principals actively teach our students what those rules are. Without even knowing it, you are actively participating in the first step of PBIS, educating students. Well, that makes sense doesn t it? So, that s easy What s next? Stay tuned Remember- We are MTSS John Hoganson Rm. 216

60 Engage Educate Empower Kennedy High School MTSS NEWS Semester Data Edition January, /2016, Number 5 The Data:

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