Brea Olinda High School School Site Action Plan 2015-2021 BREA OLINDA UNIFIED SCHOOL DISTRICT LOCAL CONTROL ACCOUNTABILITY PLAN (LCAP) GOALS: 1. Ensure that all students achieve proficiency in essential areas of skill and knowledge leading to college and career readiness through engagement in rigorous and relevant educational experiences that develop their ability to collaborate, create, communicate and think critically, with specialized focus on closing the achievement gap for target populations (English Learner, Foster Youth, Socioeconomically Disadvantaged and/or Special Education). 2. Ensure access to rigorous and relevant 21st Century learning tools, resources, and skills for all staff and students to maximize collaboration, improve communication, inspire creativity, cultivate critical thinking, and expand learning beyond the classroom setting preparing them for college and career. 3. Cultivate a positive, safe and respectful school environment that promotes engagement and school connectedness which includes a system of communication and support for students, parents, and staff. BREA OLINDA HIGH SCHOOL MISSION: The Brea Olinda High School community believes that education is the cornerstone of a better world. Our mission is to provide a comprehensive education for every student which fosters high academic achievement, positive self-worth, and responsible citizenship in an environment of mutual respect, trust, and cooperation among students, staff, and parents. SCHOOL-WIDE LEARNER OUTCOMES: Brea Olinda High School () adopted new School-wide Learner Outcomes as part of the Western Association of Schools and Colleges (WASC) self-study process. C Critical Thinkers A Apply Knowledge T Technologically Capable S Socially Aware 1
CRITICAL LEARNER NEEDS: 1. Students need to build proficiency in literacy skills across all content areas and 21 st century skills (communication, collaboration, creativity, critical thinking). 2. Students need to develop proficiency with technology as an instructional and assessment tool. 3. will target minority student populations for advancement in Honors and AP courses that offer more challenging coursework to prepare students for post-secondary education and career. Rationale (Critical Learner Need #1) Actions Identified in the Brea Olinda Unified School District (BOUSD) Local Control Accountability Plan (LCAP): Define milestones based on skill sets: Numeracy, Literacy, 21st Century Skills Professional Learning Communities (PLC) Release focused on targeted students Establish district task force(s) to design common assessments by content areas Growth Needs Identified in the 2014 Focus on Learning Self-Study Process: Students need to strengthen inference and analysis skills by connecting new concepts and prior knowledge. Students need to develop proficiency in expressing ideas through verbal and written language as evidence of sound reasoning and critical thinking. Since CCSS require students to justify their writing, will continue developing strategies that support more Claim, Evidence, Response (CER) in core subject areas. Recommendation from 2015 WASC Visiting Committee Increase professional development on Common Core Standards and Next Generation Science Standards Continue to build writing skills across the curriculum Expand administrative role in instructional strategies by conducting regular and ongoing classroom visitations, PLC participation, monitoring and feedback Rationale (Critical Learner Need #2) Actions Identified in the BOUSD LCAP: Evaluate the number of students completing career ready coursework: CTE pathways, internship hours and/or academy requirements Establish K-12 training aligned with 21st Century Skills and CCSS Offer basic, intermediate and advanced levels of interactive technology training and 21st Century Skills Use formal and informal observations to provide formative feedback for use of interactive technology Identify ways to use ipads, smart phones, or other technology as tools for teaching and learning Growth Needs Identified in the 2014 Focus on Learning Self-Study Process: Students need to develop and hone effective technology skills, specifically the ability to determine credible and non-credible sources, to support claims made in writing assignments. Students need to use primary source documents and informational text to foster critical thinking, with a targeted focus on our college preparatory course offerings. 2
According to student surveys, 78% of students agree that that they are encouraged to utilize technology for assignments and projects. Recommendation from 2015 WASC Visiting Committee Increase the number and use of technology for teaching and learning Rationale (Critical Learner Need #3) Actions Identified in the BOUSD LCAP: Provide customer service training to all staff in all departments Develop and implement an annual assessment tool to measure changes in the perception of stakeholders on the district s customer service Encourage increased parent involvement, parenting classes, regular communication of district policies and practices and participation opportunities Growth Needs Identified in the 2014 Focus on Learning Self-Study Process: Increase subgroup enrollment in higher-level courses, particularly Hispanic/Latino students. According to parent and student surveys, 72% of parents and 78% of students agree that offers many course options and opportunities to choose from that meet students individual interests and learning needs. Recommendation from 2015 WASC Visiting Committee Continue to monitor and support underrepresented student populations (English learners, students with special needs, e.g.) ACTION PLAN GOALS: 1. will improve student proficiency in literacy through the work of Professional Learning Community (PLC) teams. 2. will embed technology as an instructional and assessment tool to improve student proficiency in literacy and 21st century skills. 3. will enhance curriculum, instruction, and support services to reflect the diversity of student cultural backgrounds and provide a positive, safe and respectful school environment for students, parents, and staff. 3
ACTION PLAN GOAL #1: will improve student proficiency in literacy through the work of Professional Learning Community (PLC) teams. STEPS FOR IMPLEMENTATION & PERSONS RESPONSIBLE 1.1 PLC California Standards Schedules PLC Teams will: determine targeted state standards for each quarter of the school. (Summer 2015) create common, standards-aligned instructional pacing guides which include a timeline and incorporation of the targeted standards, School-wide Learner Outcomes, 21 st Century skills (creativity, critical thinking, collaboration, and communication), informational and literary texts students will use to develop analytical reading skills (ELA SBAC Claim 1), and Standards for Mathematical Practice (SMP), specifically starting with SMP # 2, 3, 4, and 6, to address Math SBAC Claims 1 4 in classroom instruction. articulate essential standards and learning objectives vertically within departments and horizontally among grade levels, including grades 7 & 8. 1.2 PLC Common Formative & Summative Assessments PLC Teams will: implement frequent, common formative assessments to check for student understanding, progress on literacy goals, and share results in order to develop remediation and/or enrichment strategies. create at least one common summative assessment per quarter using Illuminate TOOLS & RESOURCES 1.1 California Standards in English Language Arts/Literacy and Mathematics Illuminate Activate Instruction Administration Smarter Balanced Assessment Consortium (SBAC) Resources School-wide Learner Outcomes Learning by Doing Guidebook Data-Driven Dialogue Guidebook & Frameworks District adopted HMH Algebra 1, Geometry, Algebra 2 CCSS-aligned texts and supplemental resources 1.2 Data Driven Dialogue Guidebook Google Docs Illuminate Administration English Department writing rubrics Guidance Department Pyramid of Interventions Smarter Balanced Assessment Consortium HOW TO ASSESS OR MEASURE IMPACT 1.1 Results of Common Formative and Summative Assessments PLC Team agendas and minutes Student Work Samples (essays, projects, comments on Google Docs) SBAC Reporting Scores California Standardsaligned standards schedules and pacing guides 1.2 Common rubrics Formative and summative assessment results (from Illuminate) Grade Distribution, especially in terms of the number of D and F grades TIMELINE 1.1 CAASPP data reviewed annually in Aug/Sept Pacing guides revised annually in Aug/Sept 1.2 Ongoing through weekly PLC meetings Ongoing with common formative assessments and one common summative assessment per quarter Quarterly grade results METHODS OF REPORTING PROGRESS 1.1 Individual Teacher Goal- Setting Reflections Department Chair Meetings Periodic feedback for PLC teams from Administrators PLC Team agendas and minutes [on Google Docs] PLC Team celebrations at faculty meetings PLC Team standards schedules and pacing guides School Website 1.2 Aeries Portal Department Chairs English Learners Advisory Council Periodic feedback for PLC teams from Administrators PLC Team agendas and minutes [on Google Docs/Drive] PLC Team celebrations at faculty meetings School Site Council 4
in order to measure, monitor and increase student learning of the targeted standards identified in the state standards schedules. create and use common rubrics for measuring learning objectives including writing rubrics from the English Department. All Teachers will incorporate more writing and reading to improve college readiness. (ELA SBAC Claim 2) 1.3 Professional Development & Pyramid of Interventions PLC Teams will: implement a Pyramid of Interventions to support students reaching proficiency in literacy. determine professional development needs based upon student achievement data and request approval if funding is available. 1.4 Depth of Knowledge and High Level Thinking Skills All PLC Team will incorporate assignments and assessments demonstrating items of various depth of knowledge levels to assess students progress toward state standards and SBAC ELA and Mathematics claims. (SBAC) Achievement Level Descriptors Learning by Doing Guidebook Materials from adopted textbooks & Frameworks Content & Skill Standards PLC Monthly Focus Area Google Document 1.3 Data Driven Dialogue Guidebook Administration Illuminate Program & Training Formative and summative assessment results Learning by Doing Guidebook Adopted textbook materials & Frameworks Standards Thinking Maps, Marzano s Nine Instructional Strategies, Jane Schaeffer Writing Strategies, and Cornell Notes training 1.4 Administration Illuminate Test Item Bank Depth of Knowledge Wheel Illustrative Mathematics Inside Mathematics Graphing Stories 1.3 Illuminate reports of assessment results Grade Distribution, especially in terms of the number of D and F grades Remediation and enrichment strategies implemented in classrooms Use of Pyramid of Interventions 1.4 Illuminate reports of assessment results Grade Distribution, especially in terms of the number of D and F grades Remediation and enrichment strategies 1.3 Staff Development in Aug/Sept Staff Development provided by BOUSD in partnership with Key Data Systems throughout the school year (through spring 2015) Professional Development supported through the school year relative to school instructional goals, dependent upon available funding 1.4 Staff Development in Aug/Sept Monthly PLC Team meetings School Website 1.3 Department Chairs English Learners Advisory Council Periodic feedback for PLC teams from Administrators PLC Team Pyramid of Interventions PLC Team agendas and minutes [on Google Docs] PLC Team celebrations at faculty meetings School Site Council School Website 1.4 Department Chairs PLC Team Google Folders (shared on Google Drive) School Site Council 5
Mathematics PLC Teams will incorporate cognitively complex tasks and real-world application projects into instruction to support students in developing reasoning and problem solving skills. (Math SBAC Claims 1, 2, 3) 1.5 Monitoring and Feedback Administration will come to consensus on: expectations for all classroom visitations, informal and formal frequency of administration team s review of classroom visitations and observation frequency of PLC team meeting visitation and participation system for collecting agendas, minutes, and attendance of all PLC team meetings Formative and summative assessment results 1.5 Google Docs Google Drive Illuminate Reports Classroom Observation Forms & Tools implemented in classrooms 1.5 Calendar showing frequency of visits and meetings PLC Team Minutes and Agendas on Google Drive Illuminate reports of assessment results 1.5 Ongoing (biweekly Administration Team meetings; weekly PLC team meetings) 1.5 Department Chairs PLC Team Google Folders (shared on Google Drive) School Site Council ACTION PLAN GOAL #2: will embed technology as an instructional and assessment tool to improve student proficiency in literacy and 21st century skills. STEPS FOR IMPLEMENTATION & PERSONS RESPONSIBLE 2.1 Technology Training & Needs Assessment Administration and the Site Media Tech Representative will: provide professional development on how to use technology currently available assess the technology needs schoolwide and create a plan to upgrade computer hardware and software within labs, classrooms, library, and main office. 2.2 Systematic Monitoring of Student Learning TOOLS & RESOURCES 2.1 Chromebook Carts Google Docs Illuminate District I.T. Support Staff District Technology Plan Site Media Tech Training BOUSD 21 st Century Instructional Coaches 2.2 Chromebook Carts HOW TO ASSESS OR MEASURE IMPACT 2.1 Needs Assessment Survey Staff Development Schedule 2.2 Common rubrics TIMELINE 2.1 Ongoing throughout the school year 2.2 Ongoing through METHODS OF REPORTING PROGRESS 2.1 Department Chairs English Learners Advisory Council School Site Council School Website 2.2 Data Dashboard and Testing 6
PLC Teams and Teachers will: utilize Illuminate and other systematic processes for measuring and monitoring student learning progress. use and display student work products to guide instruction, articulate learning outcomes, and engage students reflectively in the learning process. Student work will include expository writing assignments, oral presentations, and class discussions. (ELA SBAC Claims 2, 3) Google Docs Illuminate BOUSD Student Google Accounts Formative and summative assessment results Grade Distribution, especially in terms of the number of D and F grades Student work samples on Google Drive (Docs, Presentations, etc.) weekly PLC meetings Ongoing with frequent common formative assessments and one common summative assessment per quarter Quarterly grade results Results Sections of the School Website Department Chairs English Learners Advisory Council PLC Team agendas and minutes PLC Team celebrations at faculty meetings School Site Council Aeries Portal 2.3 Using Technology to Support the Learning Process Teachers: improving and standardizing communication about student achievement among teachers, students, parents, and counselors with Aeries Gradebook; using Google Apps for Education to support student learning and critical thinking using technology Guidance Department: online course registration (Aeries), Google Forms (senior surveys) and Career Cruising to reinforce student support services. 2.3 Career Cruising School Messenger School Website Aeries Course Registration Aeries Gradebook District I.T. Support Staff Site Media Tech Representative Google Apps for Education 2.3 Grade Distribution, especially in terms of the number of D and F grades Percentage of parents using Aeries accounts 2.3 Ongoing 2.3 Department Chairs English Learners Advisory Council Guidance Advisory Council School Site Council School Website Administration: communicating information about progress and quarter grades, school events, and parent involvement opportunities (School Messenger) ACTION PLAN GOAL #3: will enhance curriculum, instruction, and support services to reflect the diversity of student cultural backgrounds and provide a positive, safe and respectful school environment for students, parents, and staff. HOW TO ASSESS STEPS FOR IMPLEMENTATION & TOOLS & METHODS OF OR MEASURE TIMELINE PERSONS RESPONSIBLE RESOURCES REPORTING PROGRESS IMPACT 3.1 Shadow Mentoring PLC Teams will shadow mentor targeted students to increase subgroup enrollment in 3.1 Which Courses Are Right for Me? Table Balance Sheet Surveys 3.1 Balance Sheet Survey Data Longitudinal AP 3.1 Annually during course selection in February and 3.1 School Messenger Department Chairs English Learners Advisory 7
higher-level courses (honors, AP, and advanced electives) during registration. Administration will query grades and testing results to recruit potential students who have fulfilled the recommended preparation for certain honors and AP courses as listed in the Which Courses Are Right for Me? table. Illuminate Aeries course request verifications Test Results including # of test takers, tests taken, equity and excellence percentage, and AP Scholars totals Course request verifications March Council Guidance Advisory Council School Site Council School Website Guidance Department will partner with students and teachers to develop and revise surveys for honors and AP courses for which information gathered will develop a balance sheet for students to use during the course selection process (updated Spring 2015). 3.2 School-to-Career Planning & Career Pathways Guidance Department will refine strategies to equip and involve teachers, students, and parents in the development and implementation of student four-year plans for post-secondary school to career pursuits. Administration will: facilitate connecting current courses and core teachers to Career Pathways and develop new courses that reflect the diversity of student backgrounds and interests. encourage Elective Teachers to collaborate with Core Teachers on interdisciplinary projects through Career Pathways [such as a senior project]. facilitate opportunities for elective teachers and post-secondary institutions to create articulation agreements which may lead to industry certification, advanced placement, or advanced credit for students. 3.2 Career Cruising Orange County CTE Advisory Board Vital Link ASCA Standards Career Pathways Structure Freshman Focus Curriculum North Orange County ROP Post-secondary Institutions Student Surveys 3.2 Number of Articulation Agreements with Post-Secondary Institutions Course enrollment for CBEDS and Perkins Grant Number of students earning certification, advanced placement, or advanced credit at post-secondary institutions Recognized Model ASCA Program (RAMP) Application 3.2 Collected in October Perkins data collected twice annually 3.2 Department Chairs English Learners Advisory Council Guidance Advisory Council School Site Council School Website 8
LONG-TERM GOAL #1: will bridge the achievement gap for all students in all subgroups by meeting or exceeding the Smarter Balanced Assessment Consortium (SBAC) Achievement Level Descriptor (ALD) Level 3 (indicates adequate understanding and ability) in all claims for both English Language Arts & Literacy and Mathematics. References: English Language Arts/Literacy Achievement Level Descriptors: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/smarter-balanced- ELA-Literacy-ALDs.pdf Claim 1 (Reading): Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 2 (Writing): Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim 3 (Listening/Speaking): Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim 4 (Research/Inquiry): Students can engage in research and inquiry to investigate topics and to analyze, integrate, and present information. Mathematics Achievement Level Descriptors: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/11/smarter-balanced- Math-ALDs.pdf Claim 1 (Concepts and Procedures): Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Claim 2 (Problem-Solving): Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. Claim 3 (Reasoning): Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim 4 (Modeling and Data Analysis): Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. LONG-TERM GOAL #2: will increase the percentage of students who demonstrate college and career readiness in English language arts and literacy, and mathematics. Measures: 9
SBAC Overall Claim Scores, Advanced Placement (AP Enrollment, AP Test Passage Rates, Career Pathway Cords Earned, SAT scores, ACT scores) Update for 2016-2017 school year: Comparing Smarter Balanced Assessment Consortium testing data from spring 2015 and spring 2016, staff noticed the following: Overall percentage of students meeting or exceeding standards in English and mathematics remained consistent Overall percentage of students earning above in the English and Mathematics claims remained consistent Significant differences in percentage of students meeting or exceeding standards (overall and in claim subscores) exist in English learner, special education, economically disadvantaged, Hispanic, and African-American subgroups, as compared to the school s overall scores Based on the review of state testing data, the BOUSD LCAP, classroom observations, and staff input at the BOUSD staff development in August 2016, staff established the two instructional goals below for this school year. 1. Design and implement instruction in which students apply knowledge using their literacy skills, Standards for Mathematical Practice, and/or Scientific and Engineering Practices. 2. Choose one performance area from the Critical Thinking Skills Rubric to focus on in 2016-17 and implement instruction that integrates that area's skills with students. Supporting documents include the list of literacy skills, Standards for Mathematical Practice, and Scientific and Engineering Practices; Critical Thinking Skills Performance Areas and Rubric. Teachers are outlining their specific activities and assessments for each instructional goal in the fall. Administrators will monitor progress toward meeting instructional goals in all classrooms throughout the year. has an allotment of professional development funds under the Educator Effectiveness Funding to support teacher learning and development in the following categories: Professional development, coaching, and support services for teachers who have been identified as needing improvement or additional support Professional development for teachers and administrators that is aligned to the state content standards Activities to promote educator quality and effectiveness including, but not limited to, training on mentoring and coaching certificated staff and training certificated staff to support effective teaching and learning administration will oversee the use of these funds to support teachers participating in professional development related to these categories, the school-wide learner outcomes, the critical learner needs, the action plan goals, and the 2016-17 instructional goals. 10
will receive three additional Chromebook carts by December. The current reservation calendar will be modified to reflect the availability and location of the additional carts so teachers may utilize the devices with students to expand the use of Google Apps for Education to support learning. administration met with the team of four 21 st century instructional coaches to ask for support of using Google Classroom as more than a warehouse for information and assignments and to model strategies that increase student engagement while informing staff of the upcoming Advancement via Individual Determination (AVID) and Positive Behavioral Interventions and Supports (PBIS) implementations. This year, there are four sections of AVID at Brea Junior High (BJH), so anticipates having at least two sections of AVID on campus next year. The AVID teacher is currently working with two sections of AVID students at BJH in preparation for the application process, tutoring needs, and coordination duties that the AVID program will require to be successful and strong at. Lastly, has begun the implementation process for PBIS, in support of BOUSD LCAP goals and a safe and healthy school climate. This first year, the team is attending several days of training to learn about PBIS and modify current student behavior expectations (code of conduct) to align with PBIS. Course 2014-15 Sophomore class (With GATEWAY) 2015-16 Sophomore class (With GATEWAY) 2016-17 Sophomore class (With GATEWAY) 139 Hispanic Students 188 Hispanic Students 173 Hispanic Students Honors Lit/Comp 2 26% (36 students) 30% (57 students) 22% (38 students) Honors Biology 7% (10 students) 13% (25 students) 13% (22 students) Honors Chemistry 13% (18 students) 19% (36 students) 12% (21 students) AP European History 15% (21 students) 9% (17 students) 6% (11 students) Smarter Balanced Assessment Consortium (California Testing) Scores see accompanying document Class of 2016: 371 Career Pathway Cords earned; 58 graduates earned Seal of Biliteracy 11
AP Test Results 2010 2011 2012 2013 2014 2015 2016 # of Students Taking AP Tests 466 443 444 429 467 466 571 # of AP Tests Taken 921 906 929 877 926 916 1110 % of Total AP Students with Passing 72.5% 75.2% 76.1% 72.7% 70% 67% 61% Scores AP Equity & Excellence 1 39.0% 39.5% 39.3% 36.7% 39.2% 38.0% 41.3% Newsweek Challenge Index 2 921/458 = 906/463 = 1.96 929/485 = 1.92 877/476 = 1.84 926/467 = 1.98 916/466 = 1.97 1110/571 = # Tests Taken & % of Tests Scoring: # Tests 2.01 % # Tests % # Tests % # Tests % # Tests % # Tests % # Tests 1.94 % 5 133 14% 124 14% 147 16% 85 10% 87 9 118 13 126 11 Passing Scores 4 192 21% 206 23% 221 24% 239 27% 249 27 185 20 248 22 3 282 31% 284 31% 299 32% 299 34% 309 33 300 33 303 27 Not Passing Scores 2 189 21% 185 20% 165 18% 180 21% 187 20 215 23 325 29 1 122 13% 107 12% 97 10% 74 8% 91 10 98 11 108 10 # Tests % # Tests # Tests # Tests # Tests # Tests # Tests % Students Scoring 3 or Higher % Pass % Pass % Pass % Pass % Pass Taken Pass Taken Taken Taken Taken Taken Taken Pass Biology 57 80% 65 85% 62 82% 84 85% 91 84.6% 46 83% 62 73 Calculus AB 72 64% 86 64% 63 73% 74 74% 66 81.8% 70 77% 73 78 Calculus BC 22 77% 25 92% 30 87% 25 80% 26 92% 25 76% 26 65 Chemistry 21 38% 27 48% 19 47% 12 100% 10 50% 14 71% 14 71 Chinese Language & Culture 11 91% 10 90% 6 100% 5 80% 11 91% 9 100% 8 100 Comparative Government & 19 95% 9 89% 16 69% 16 31% 10 30% 15 33% 52 50 Politics Computer Science A 15 47% 11 73% 13 92% 17 88% 12 67% 11 64% 21 52 Economics Macro 15 33% 34 32% 28 54% 21 43% 21 33% 17 47% 14 57 Economics Micro 24 30% 36 53% 33 61% 28 68% 24 67% 29 43% 24 50 English Language & Composition 159 69% 156 75% 142 69% 143 66% 167 60% 160 65% 201 54 English Literature & Composition 110 69% 97 74% 73 75% 72 82% 89 78.7% 81 79% 91 81 Environmental Science 26 31% 14 29% 52 87% 49 82% 86 80% 34 79% 116 65 European History 83 77% 87 70% 87 82% 80 62% 88 57% 104 78% 139 47 French Language 11 20% 3 67% 2 0% 6 17% 0 -- 4 100% 3 0 Japanese Language 11 55% 11 64% 2 0% 2 100% 5 20% 6 33% 0 -- Physics B 31 45% 22 77% 38 82% 23 78% 18 56% n/a n/a n/a n/a Physics 1 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 98 27% 42 54 Physics 2 5 0 Physics C Electricity & 18 71% 13 54% 12 83% 9 89% 8 63% 5 60% 6 50 Magnetism Physics C Mechanics 17 78% 13 62% 12 100% 9 100% 8 100% 5 100% 9 78 Psychology (not offered at ) - - 1 100% 9 44% 4 100% 5 80% 4 50% 7 57 Spanish Language 25 68% 19 53% 24 71% 27 59% 27 96% 30 100% 28 86 Statistics 86 56% 55 38% 63 44% 46 43% 41 49% 42 52% 46 50 United s History 49 94% 76 84% 70 81% 69 78% 63 76% 60 80% 36 61 United s Government & 32 81% 12 75% 23 52% 33 55% 20 50% 17 35% 42 57 Politics World History (not offered at ) 7 57% 21 52% 48 63% 22 86% 28 75% 26 92% 43 72 A. # AP Scholars 53 69 54 68 73 62 78 B. # AP Scholars with Honors 24 26 31 26 23 22 33 C. # AP Scholars with Distinction 33 36 53 51 48 40 45 Total # of AP Scholars (A+B+C) 110 131 138 145 144 124 156 # AP Scholars 7 3 10 8 7 7 8 12
ACT Summary 2010 2011 2012 2013 2014 2015 2016 # TESTED 120 90 108 164 142 130 141 ENGLISH 24.0 21.7 20.5 23.9 21.6 20.6 23.6 21.6 20.5 23.1 21.6 20.2 24.1 21.8 20.3 23.8 22.1 20.4 24.2 22.1 20.1 MATHEMATICS 26.7 22.9 21.0 25.5 22.7 21.1 25.0 22.8 21.1 24.4 22.8 20.9 25.3 22.8 20.9 24.9 22.7 20.8 24.7 22.7 20.6 READING 24.1 22.3 21.3 24.0 22.0 21.3 24.4 22.1 21.3 23.5 24.9 21.1 24.9 22.3 21.3 24.4 22.6 21.4 24.5 22.9 21.3 SCIENCE 24.0 21.5 20.9 23.7 21.4 20.9 22.8 21.5 20.9 23.0 24.4 20.7 21.5 21.7 20.8 24.3 22.0 20.9 23.7 22.1 20.8 COMPOSITE 24.8 22.2 21.0 24.4 22.1 21.1 24.1 22.1 21.1 23.6 24.8 20.9 22.2 22.3 21.0 24.5 22.5 21.0 24.4 22.6 20.8 13
SAT Summary 2010 2011 2012 2013 2014 2015 2016 # Students Taking SAT I 243 265 282 269 252 251 219 # of Seniors Taking SAT I 162 158 190 161 165 171 147 CRITICAL READING MATHEMATICS WRITING TOTAL SCORE 534 501 501 577 516 516 527 500 492 1638 1517 1509 530 499 497 569 515 514 538 499 489 1637 1513 1500 529 495 496 555 512 514 535 496 488 1619 1503 1498 522 492 496 563 508 514 521 489 488 1606 1489 1498 542 498 497 569 510 513 539 496 487 1650 1504 1497 520 495 495 545 506 511 521 491 484 1586 1492 1490 532 491 494 558 500 508 533 485 482 1623 1476 1484 14