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Category B Standards-based Student Learning: Curriculum

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Category B
Standards-based Student Learning:

B1. Standards-Based Curriculum Criterion: How does the school ensure that all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results?
In the spring of 2010, founding staff for Eastin-Arcola formed a Steering Committee which centered the planning upon a philosophy of “failure is not an option,” while maintaining a high degree of rigor for student learning. Outcomes of this discussion resulted in the adoption of a “no ‘D’” policy which also supports student in attaining a 2.0 grade point average. A three-week grading term was established to maintain student feedback and motivation. Each three-week term is concluded by a common formative assessment aligned to the California State Standards.
MUSD ensures all EAHS students have access to state approved instructional materials to support the course offerings. Special Education students are mainstreamed for most if not all of the instructional day. Our English Learner students are supported by an English Language Development course aligned with the district wide ELD sequencing.
B2. Student Access Criterion: How does the school ensure that all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals?
With the staff’s initiative to embed an Advisory class into the instructional day, students develop relationships with adults and create a smaller learning environment where students are more closely monitored. The smaller student to teacher ratio ensures easier identification of struggling students both academically and socially.
Students who do not demonstrate mastery during a three-week term are required to attend an intervention to remediate their academic grade and recover credits. PLATO, our online learning software serves as an intervention curriculum, supplemental support, and independent instruction for self-paced learning for the purpose of credit recovery.
EAHS students also are prepared for post-secondary life through the OE II (Occupational Education training) requirement. For teen parents, a child care program is offered on-site enabling students to attend regular classes as well as providing guidance and instruction in child development and parenting.
A full time counselor and intervention specialist enable EAHS to better monitor and serve the at-risk population attending.
B3. Graduation Criterion: How does the school ensure that upon completion of the high school program, students will be able to meet all the requirements of graduation? List (or attach) the graduation requirements of the school.
There are several types of requirements that must be met before a student may earn a high school diploma from Madera Unified School District. These requirements are the same for EAHS students as they are for Madera High, Madera South and Furman students.

  1. Subject Area Requirements include:

    1. Completion of Algebra I

    2. Credit Requirements

    3. Mock Interview – (OE2)

    4. Grade Point Average

    5. California High Sch. Exit Exam

  1. Completion of Algebra I (minimum of 10 credits in Algebra I)

  1. Credit Requirements

      • English *30 credits

      • Mathematics *20 credits

      • Physical Education 20 credits

      • Social Science 30 credits

      • Science 20 credits

      • Arts or For. Lang. 10 credits

      • Electives 100 credits

      • TOTAL 230 credits

*Class of 2013 is required to earn 40 English Credits & 30 Math Credits.

  1. Mock Interview (OEII)

Students must successfully complete the Occupational Education II requirement. This consists of preparing a career portfolio and participating in the Mock Interview program.

  1. Grade Point Average

Graduates must have a cumulative 2.0 G.P.A. in order to receive a high school diploma from MUSD.


All students who receive a high school diploma must pass the California High School Exit Exam. These are state standards tests in Language Arts and Mathematics
Through our Advisory classes, student progress toward graduation is monitored and communicated. Each week students are required to print a progress report and every three weeks a report card is mailed home. Our counselor and intervention specialist facilitate this guidance as well as offer additional services independently through student conferences.
EAHS students are supported in their efforts for successful completion of the California High School Exit Examination through strategic scheduling of CAHSEE Math and CAHSEE ELA support classes.
Major Achievements/Accomplishments
: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school.

  • CFA’s

  • School-wide EDI implementation/training

  • Advisory

  • Intervention implemented

  • ROAR program

  • WASC process participation with other schools

  • Effective campus security in common areas.

Major School Needs: Develop a list of major school needs, focusing on student achievement.

  • Greater discipline enforcement

  • Further develop partnership with community (post-secondary, etc.)

  • Attendance improvement

  • Parent involvement

  • Better articulation with feeder schools

  • PE facility and curriculum

  • Development and Use of a individualized learning plan

Category C
Standards-based Student Learning: Instruction
C1. Challenging Learning Experiences Criterion: To achieve the academic standards and the expected schoolwide learning results, how does the school ensure that all students are involved in challenging learning experiences?
Each student enrolling in EAHS is enrolled in a grade level appropriate English Language Arts and Social Science course as well as a sequence appropriate Mathematics and Science class. To address any learning gaps, students are concurrently enrolled in support classes to address their academic needs. Instruction is standards-based in all courses as determined by district curriculum pacing guides and site-based decisions in curricular mapping.
Our staff continues to receive instruction and support in research-based instructional techniques that enhance student engagement through Explicit Direct Instruction. Staff will continue to receive on-going coaching and feedback in regards to EDI implementation. In addition to this, departments continually assess student learning through Common Formative Assessments and use this data to drive instructional decisions. All curriculum have current district adopted standards-based textbooks and supplemental materials.
C2. Strategies and Resources Criterion: How does the school ensure that all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?
To ensure that each teacher uses strategies and resources to actively engage students with higher order thinking and success at high levels, training is provided on-site and through the district as well as part of selected trainings and conferences (what kind of training?). Our regular collaboration is centered upon continuous improvement of student achievement, which regularly facilitates high expectations for all. The curricular teams analyze and discuss common weaknesses in student knowledge through the use of common formative assessments.
Our Big Read activity brings the whole staff into the discussion of writing standards and expectations to increase their familiarity so similar expectations can be supported cross-curricular.
For those students who require additional opportunities to demonstrate proficient levels of learning, we require their attendance in intervention classes.
EAHS staff utilizes technology as a means of engaging students in learning. Use of Promethean boards in conjunction with presentations, video and audio enables multiple means of delivering instruction. The use of technologically enables students to also engage curriculum electronically and possibly remotely with PLATO Online Learning.
Major Achievements/Accomplishments: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school.

  • Development of intervention program

  • Whole-staff training on EDI strategies

  • Level of technology in every classroom (Promethean, computers, etc.)

  • CAHSEE prep (advisory, Big Read)

  • College-placement assistance

  • Recognition programs (posters, rallies, etc.)

Major School Needs: Develop a list of major school needs, focusing on student achievement.

  • Consistent incorporation of technology into curriculum

  • Time for student projects

  • Physical education is ignored (requests for textbooks)

  • More options for elective classes

  • Consistent discipline policy

  • Student-teacher ratio is a concern

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