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Gdocs 2017 ACS WASC/CDE Edited Ed.
Rosemont High School ACS WASC/CDE Self-Study Report
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Rosemont High School
SELF-STUDY REPORT
9594 Kiefer Blvd.
Sacramento, CA 95827
March 11 - 13, 2019
ACS WASC/CDE Focus on Learning Accreditation Manual,
2017 Edition (Edited for 2018-2019 SY Visit)
Rosemont High School ACS WASC/CDE Self-Study Report
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TABLE OF CONTENTS
Preface 5
Chapter I: Progress Report 10
Chapter II: Student/Community Profile and Supporting Data and Findings 19
Chapter III: Self-Study Findings 84
A: Organization: Vision and Purpose, Governance, Leadership,
Staff, and Resources 85
B: Standards-based Student Learning: Curriculum 106
C: Standards-based Student Learning: Instruction 122
D: Standards-based Student Learning: Assessment and Accountability 144
E: School Culture and Support for Student Personal and 160
Academic Growth
Prioritized Areas of Growth Needs from Categories A through E 183
Chapter IV: Summary from Analysis of Identified Critical Student
Learning Needs 184
Chapter V: Schoolwide Action Plan 189
Appendices 200
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WASC Visiting Committee
Rob Reibenschuh
Assistant Principal
American High School
Union City, CA
Suzie Dollesin
Education Programs Consultant
Antelope, CA
Jacob Geivett
Learning Director
West Sacramento, CA
Janet Hansen
Teacher Librarian
Kenwood, CA
Colin O’Connor
Director of Curriculum
Jesuit High School
Sacramento, CA
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Preface
The Rosemont High School Self-Study has been conducted in accordance with the guidelines set forth
by the Western Association of Schools and Colleges. This process has given Rosemont the opportunity
to examine, plan, and modify its operational and instructional practices.
Although two of the administrative team have left and been replaced since 2014, the vision for the
school, including a focus on effective communication, collaborative leadership, established processes
and procedures, an increase in opportunities for all students (academic and co-curricular), and
systematic interventions for students has remained consistent.
The WASC process leading up to the March 2019 visit actually started immediately following the 2016
mid-term visit. Throughout collaborative time with teachers, monthly meetings with office staff, semi-
monthly meetings with counselors, School Site Council, and PTSA, staff provided input around changes
to Rosemont's programs while also addressing the critical areas of need. In the fall of 2017, Rebecca
Siegert, who also co-authored the 2016 Mid-Cycle WASC visit, was named as the WASC Coordinator.
From the start of the 2017-18 school year, Rosemont staff members began working on WASC in whole
staff meetings as well as in their respective WASC focus groups during many of the Collaborative Time
(CT) Thursday meetings. In November of 2017, Rosemont worked by gathering input from all staff
members to develop a new school vision to ensure that there was a shared understanding of instructional
goals--what Rosemont wants to be known for instructionally as a site. Throughout the remainder of the
2017-2018 school year and into the 2018-2019 year, staff met in focus groups to address each of the five
critical criteria categories:
A. Organization: Vision and Purpose, Governance, Leadership, Staff and Resources
B. Standards-based Student Learning: Curriculum
C. Standards-based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture and Support for Student Personal and Academic Growth
In March 2018, the WASC team created, administered, and analyzed student and staff surveys, which
were administered again in December of 2018 to collect more current data. Staff worked in focus groups
and were reminded that the feedback in each of the five categories had to relate to the schoolwide
learner outcomes, academic standards, the school-wide critical areas for follow up and the schoolwide
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action plan. In December, focus groups met to review the findings in each category and identify areas of
strength and areas for growth.
In addition to a parent survey that was administered in November, the parent focus group met in October
and November, 2018 to provide feedback in the 5 categories. Although the PTSA parent volunteers were
the primary target, all families were invited to participate via the weekly Messenger. Attendance was
extremely low, so Rosemont focused on School Site Council and PTSA parents as the Parent Focus
Group. They provided feedback in the five categories, including prioritizing the areas of strength and
areas for growth.
Also in the fall of 2018, the Leadership Team revisited Rosemont’s vision and mission and identified
those characteristics that best represented what the school wanted to look like instructionally.
Staff researched schoolwide learner outcomes from other high schools and used ideas from those to
develop outcomes for Rosemont students, ensuring that they were tied to Rosemont’s vision and
mission. Staff wanted these to reflect desired outcomes for ALL Rosemont students, regardless of the
content or grade level, and also support the SCUSD Equity, Access, and Social Justice Guiding
Principle: “All students are given an equal opportunity to graduate with the greatest number of
postsecondary choices from the widest array of options.”
Rosemont’s Focus on Learning Self-Study incorporates demographic and assessment data derived from
the California Department of Education, Sacramento City Unified School District, Rosemont surveys,
and state and city websites. Rosemont staff, students, and community members have contributed to the
facts provided in this profile and have presented invaluable information and effort throughout this
process.
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Self-Study Focus Groups
Organization
Leads:
Jeremy Predko and
Debbie Watson
Curriculum
Leads:
Jennifer Ellerman
and Chris Watkins
Instruction
Leads:
April Braun and
Rebecca Siegert
Assessment/
Accountability
Leads:
Elizabeth Vigil and
Elizabeth Laren
Culture/
Support Services
Leads:
Matt Naumann and
Robert Richardson
Yolanda Alexander
Blythe Antrim
Jeff Bell
Paul Belluomini
Wes Brown
Irene Carruthers
Ayesha Charamuga
Crystal Hamilton
Brad Harper
Randy Laforteza
Will Lawrence
Kirill Lukinskiy
Bee Moua
Skyla Mulkey
Patrick Neff
Chris Nelson
Dave Stafford
Francine Stevens
Wendy Stevensen
Brandon Alvarez
Ruth Cave-Sosa
Fay Coleman
Edward Eldridge
Irene Hainsworth
Cami Hilsinger
Andrew Jones
Audrey Kamilos
Jack King
Scott Maddox
Gabriella McDaniel
Leo Nunez
Gabriella Orozco
Pam Reeder-Esparza
Fernando Sandoval
Juan Sandoval
Tia Summers-Jones
Alex Taylor
Daniel Atkinson
Brigid Burdock
Onisha Cook
Patricia Curtin
Kevin DiLoreto
Louise Fong
Verlin Hamby
Claude Elton Josiah
Christina Lanzaro
John Lisuk
Kelly Martinez
Christian Mason
Alannbert Millendez
Stephanie Quigley
Scott Speights
Silvi Thomas
Maria Torres
Kathleen Adams
Clint Bodene
David Butterworth
Jesus Farias
James Hopley
Elizabeth Laren
Shandra Lee
Geoff Melchor
Shannon Oetinger
Greg Orr
Joseph Pickar
Michael Reed
Sunny Saechou
Scott Singer
Dominique White
Mike Vega
Domingo Zungri
Nicole Adams
Allison Alair
Adam Aldama
Barbie Beard
Chesshuwa Beckett
Erik Beckett
Steve Boettner
Cliff Collins
James Gilbert
Marla Gomez
Chris Gosney
Latoya Harper
Amber Jackson
Kris Kaehler
Todd Mills
Jason Pelletier
Julie Snider
Robert Velazquez
Rick Wanlin
Linda Zanze
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Self-Study Home Groups
English
Chair: April Braun
Math
Chair: Vacant
Social Science
Chair: Matt Naumann
Science
Chair: Domingo Zungri
Blythe Antrim
Erik Beckett
April Braun
Ruth Cave-Sosa
Fay Coleman
James Hopley
Andrew Jones
Geoffrey Melchor
Shannon Oetinger
Stephanie Quigley
Michael Reed
Rebecca Siegert
Brigid Burdock
David Butterworth
Alannbert Millendez
Jason Pelletier
Juan Sandoval
Alex Taylor
Silvi Thomas
Robert Velazquez
Debbie Watson
Jeff Bell
Cliff Collins
Kevin DiLoreto
Chris Gosney
John Lisuk
Todd Mills
Matt Naumann
Tia Summers-Jones
Chris Watkins
Chesshuwa Beckett
Paul Belluomini
Claude-Elton Josiah
Randy Laforteza
Gabriella McDaniel
Julie Snider
Dave Stafford
Domingo Zungri
Physical Education
Chair: Rick Wanlin
Special Education
Chair: Daniel Atkinson
World Languages
Chair: Elizabeth Laren
Electives
Chair: Clint Bodene
Chesshuwa Beckett
Scott Maddox
Melody McCullough
Francine Stevens
Rick Wanlin
Daniel Atkinson
Barbie Beard
Fay Coleman
Edward Eldridge
James Hopley
Jack King
William Lawrence
Kirill Lukinskiy
Chris Mason
Jason Pelletier
Stephanie Quigley
Wendy Stevensen
Alex Taylor
James Gilbert
Elizabeth Laren
Chris Nelson
Fernando Sandoval
Kelly Stone
Erik Beckett
Clint Bodene
Steve Boettner
Cliff Collins
Patrick Neff
Scott Singer
Tia Summers-Jones
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Parent and Student Focus Groups
Parent Group Student Group
Valorie Christensen
Sal Delgado
Holly Foell
Corinne Galea Kincaid
Rene Hamlin
Vanessa McHenry
Lisa Meline
Joan Orr
Shelli Scheper
Dana Trobe
Ulyeses Bibbs
Jacquez Cosby
J’cyn Crawley
Evan Delgado
Simone Hall
Xiola Sollom
Men’s Leadership Class (Group Input)
Women’s Leadership Class (Group Input)
Overall, the WASC Self-Study process has been extremely beneficial for Rosemont. The vision and
mission statements, which had been in place since the school’s inception in 2003, have been updated and
now reflect the school that Rosemont has become. Additionally, the previous Expected Schoolwide
Learning Results (ESLRs) served as the foundation for the new Expected Schoolwide Learning
Outcomes (ESLOs), which reflect the changing Rosemont community. By examining all practices with
a more critical lens, Rosemont has been able to celebrate its successes and address its needs more
closely than ever before.
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Schoolwide Areas of Strength
(From the 2013 WASC Report)
1. Continued continuity in administrative leadership
2. Coherent and cohesive vision is developing as to where the school is headed
3. Staff commitment and resilience in the face of adversity
4. Real-world experience courses
5. Rosemont maintains strong ties to local colleges and community colleges
6. Atmosphere of trust
7. Intra-and inter-department collegiality
8. Commitment to and participation in community-wide events
Schoolwide Critical Areas for Follow-Up
(From the 2013 WASC Report)
1. Greater staff buy-in and participation in professional development, Common Core, and Data
Inquiry with an emphasis on effective instructional practices
2. Ensure that educational materials are available for all students
3. Intervention courses have lacked the necessary, systematic monitoring required to determine
their effectiveness
4. Additional training and support related to working with English learners and students with
disabilities is necessary
5. Move towards a more student-centered focus on instructional delivery that includes a systematic
means by which to formatively assess student learning
6. There needs to be a school-wide use of Data Director (or another appropriate application) as a
primary tool to create assessments, store, organize, disaggregate, and analyze student
performance data
7. Interpreters and translators need to be available at parent group meetings
8. Increase general education teacher participation in IEPs and SSTs
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Progress on Critical Areas for Follow-
up/Schoolwide Action Plan
(From the 2013 Report)
Goal # 1: Create, implement, and monitor a set of procedures, practices, and shared expectations
to facilitate communication between all shareholders, improve the level of organization, and
prepare students for success.
Since the last WASC visit in 2013, Rosemont has worked to increase the frequency and quality of
communication among all stakeholders to better prepare students for success. 94% of staff indicate that
their duties are made clear by administration vs. 81% in 2013. Through collaborative planning with
teachers, counselors, and classified staff, there are now policies and procedures to improve the
efficiency of daily work and support student success. The office and support staff meet monthly with
administration to identify organizational inconsistencies, problem-solve, and share important site
information. The site Leadership team meets once a month to discuss myriad site issues including
student achievement, program changes, budget, and school climate. Administration meets with campus
security each week to debrief and identify areas of concern. School Site Council, the ELAC Committee,
and the Safety Committee meet together once each month. Although the primary function of the School
Site Council is the development of the Single Plan for Student Achievement (SPSA), including budget
approval, this committee discusses all aspects of the school program, and the principal relies on the input
of the students, the parents, and the school staff represented in this body.
Department/pathway teachers have participated in release days, as requested, in order to collaborate
more thoroughly and work on aligning their instruction. Additionally, the administration at Rosemont
has continued to work closely with department chairs to make sure that the action plan is the focus of
their work. Considering the large number of new teachers, administration initiated a focus on cultivating
a collaborative school climate and fostering positive, trusting relationships within instructional teams. In
doing so, the administration has begun to support an increased focus on improving student achievement.
The School website, Rosemont.scusd.edu, has been redesigned and now contains up-to-date information
about all Rosemont programs. The focus is students – achievement, accomplishments and celebrations
of success. Bulletin boards which advertise scholarship and field trip opportunities as well as college
information and school deadlines, are now available in the counseling area of the school. Principal
“Messengers” are emailed home weekly through the Infinite Campus communication system and are
shared with front office staff so they can effectively address parent inquiries. Messengers are also posted
and archived on the school website. They include announcements about upcoming events, reminders
about supporting student success, and student and staff achievements (Students-of-the-Month, sports
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scores, and other accomplishments). The principal also shares information with PTSA and the School
Site Council/ELAC/Safety Committee to involve parents in the improvement process.
The administration shares information with staff in numerous ways. The principal sends a weekly
bulletin that includes a weekly and monthly calendar, announcements, reminders, celebrations of staff
and student accomplishments, and suggestions for effective instructional practice. Administrators also
communicate through email and in-person conferences and maintain an open-door policy. Additionally,
shared calendars facilitate and operationalize the reservation of meeting spaces to avoid conflicts.
Although there is no formal orientation for 10th-12th grade students, the Freshman Orientation now
consists of a workshop rotation where families learn about Graduation and A-G requirements, the
Rosemont pathways and programs, keys to success in high school, and suggestions for parent support of
academic achievement. A majority of staff and Student Government/Leadership students attend
orientation and interact with new and returning families. Parents have shared that with this new format,
they felt much more prepared to start the year and that their students felt immediately connected and
supported. Administration also included translators in Russian and Spanish for the 2018 Freshman
Orientation workshops.
Each August, the principal identifies focus areas for the coming school year and works with the entire
staff to support aligned expectations for student behavior, student outcomes, and shared
strategies/practices. In the spring of 2015, a voluntary team of teachers developed a list of desired
behavioral outcomes that would become shared expectations from all staff, and the work to maintain
consistency in supporting these expectations continues.
Student assemblies for each grade level are held during the first week of school to set the tone and
provide critical information to support academic success. Students attend follow-up grade level
assemblies throughout the year that include reminders, announcements, and reviews of school-wide
expectations.
The administrative team remains committed to being visible in hallways before and after school, during
all passing periods, during lunch periods, and during school activities, including sporting events. At
rallies and school assemblies, students are seated and released in an orderly fashion to promote
organization, structure, and consistency to support a positive, safe, productive learning environment.
Since 2014-15, facilitating academic discourse in all classrooms has been a primary instructional focus.
Strategies for designing classroom structures that support academic discourse are reviewed in weekly
bulletins, at staff meetings, and in department and other meetings. During the 2017-18 school year,
Vanessa Girard, the SCUSD Director of Multilingual Literacy, provided several professional
development sessions centered on academic discourse to build capacity and increase teacher buy-in. She
has also provided staff development on subjects such as Vocabulary Acquisition, and instructional
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strategies to support English Learners (ELs) in the general education classroom. Additionally, the math
and English departments have benefitted from working directly with district training specialists Stephen
Arndt (math) and Melanie Bean (English.) They have collaborated with both whole departments and
individual teachers to design lessons and common assessments/rubrics as well as to acquire strategies to
improve student achievement. In 2018, Mr. Arndt worked closely with the math department and support
personnel from Gear Up as they began to work through the SCUSD Cycle of Continuous Improvement.
(From the 2013 Report)
Goal #2: Improve upon the implementation of common assessments and establish a protocol for
the analysis of student data to inform instruction and promote student academic growth that will:
1. allow teachers to assess how and why students are failing to make adequate progress in
specified areas; 2. strategize how to address the weaknesses in instruction that give rise to the gaps
in learning; 3. use best practices to improve student academic performance.
In an effort to continue to improve in critical area 2 from the 2013 visit, administrators have maintained
a focus on improving student performance. According to the fall 2018 Staff Survey, 91.4% of teachers
report that they view the principal as an instructional leader. 86% of teachers feel that Rosemont is
working to create and use common assessments in core academic areas. 90% of teachers report that they
differentiate instruction to meet student needs, and 86% report that quality first instruction is clearly a
priority among administration and staff.
In the fall of 2015, SCUSD chose to revisit curriculum maps and benchmark exams for English and
math. All students, grades 9-11, took two SCUSD benchmark assessments in English and math. After
the first administration, teachers met to calibrate and grade exams, working collaboratively to identify
areas of weakness and incorporate instructional strategies to bridge achievement gaps. The English
department used a common rubric for calibration when they met to grade the essay portion of the
benchmark assessment. The math department also examined benchmark data and used that information
to inform instruction. Currently, however, SCUSD and SCTA are still negotiating the implementation of
benchmarks at the high school level, and there are no formal district benchmarks in English or math.
Many content teams are using some form of common assessments; however, the use of common
assessments in all departments has continued to be a challenge due to a variety of reasons including lack
of curricular alignment and teacher and student pacing. To learn more about the cycle of continuous
improvement, including the importance of common assessments and the examination of student work to
inform instruction, Rosemont sought professional development from consultant Mona Toncheff, who
spent three days between the fall of 2017 and the spring of 2018 taking the Leadership Team members,
and several additional teachers, through the process of establishing effective collaborative teams and
beginning the work of engaging in the Cycle of Continuous Improvement. During that time, the group
established primary teams, which are comprised of teachers who teach a common class (such as English
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9 or U.S. Government), and required that they begin the process, including establishing team norms
(professional courtesies), setting measurable goals for student achievement, developing agreed-upon
non-negotiables for the work, identifying student outcomes, designing formative and summative
assessments, and dedicating collaborative time to examining student work and assessments to inform
instruction. Rosemont teachers are in the beginning stages of this work, and regular administration of
common assessments, as well as adequate time to examine student work and plan instruction, continues
to be a challenge. Rosemont staff will continue to focus on improving the efficacy of this process.
One of the most authentic forms of collaboration that addresses the needs of struggling students exists
between general education and special education teachers. The special education department is
committed to assisting general education teachers who work with mainstreamed students with
disabilities - in both co-teaching environments as well as in traditional settings. General education
teachers communicate with their special education counterparts to ensure that appropriate
accommodations and modifications are provided to students with IEPs. Each Resource Specialist
Program (RSP) teacher has one period of collaboration in addition to a prep period, and they use this
collaboration time to work one-on-one with students who need assistance with general education
assessments and/or for planning in co-teaching teams. Additionally, RSP and SDC teachers facilitate
general education teacher participation in IEP meetings. While special education teachers have been
consistent about inviting all IEP members and facilitating their involvement, not all IEP meetings are
attended by general education teachers because of scheduling conflicts. The frequent collaboration
between special education teachers and general education teachers requires frequent, regular
examination of both formal and informal data to assist students in meeting their IEP goals and staying
on track to graduation.
(From the 2013 Report)
Goal #3: Implement and monitor the school-wide student intervention system with special
emphasis on regular progress monitoring and consistent evaluation of interventions’ effectiveness.
Since 2016, the administration and counselors have met several times monthly to review procedures and
policies, discuss students in need of intervention, and identify opportunities for growth. With the 2017
hiring of a new superintendent who prioritizes the use of data to inform the daily work of all district
employees, the role of the high school counselor shifted to include a laser focus on supporting the three
priority elements for the high school: graduation, A-G completion, and EL redesignation. At Rosemont,
the counseling team and administration now meet weekly to review data through the new Performance
and Targeted Action Index (PATAI) to monitor course placement, course completion and grades. This
tool enables counselors to closely monitor the progress of students at each grade level and intervene
quickly for those who are not on track. To support the goals of increased graduation rates, A-G
completion rates, and redesignation rates, Rosemont has introduced interventions and progress
monitoring processes throughout the school program.
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Attendance
In the spring of 2018, Rosemont became a part of the “Be Here” attendance campaign, a program that
supports the school’s efforts to reduce chronic absenteeism (not just truancy) through operationalizing
the regular examination of attendance data and using that data to identify areas of concern and possible
solutions. The Attendance Team, which was formed during the 2017-18 school year, works with the “Be
Here” partners to engage in this process of improvement, which includes incentives and rewards for
improved attendance. The team is also learning to use the new Early Identification and Intervention
System (EIIS) tool to monitor student attendance, behavior, and grades and identify the appropriate
interventions. Also new in 2018 is the addition of several community partnerships (Dignity Health,
River Oak Center for Children, Cordova Parks and Recreation District, UC Davis Child and Adolescent
Psychiatry, CSUS Division of Social Work, CSUS College of Education, and the US Marine Corps) to
introduce new supports in the areas of counseling and health services.
Academics
The schoolwide focus on academic discourse, as well as the shift in the state towards educating EL
students differently than it has been done in the past, has led the staff to reconsider the use of ELD
classes to provide intervention and support for English Learners. District and site data indicate that many
ELs remain in EL programs with less than 11% reclassified each year. Since 2014-15, when no EL
students were reclassified, Rosemont has worked to increase the number of reclassifications each year.
The rate continues to fluctuate around 10%, which is approximately 50% of the district average.
Although there is one section of ELD for beginners and early intermediates, Rosemont is working to
build expertise around the deconstruction of complex text and facilitating academic conversations in all
classrooms to provide EL students with daily opportunities to learn the structural features of English and
engage in conversations for that critical practice.
Instructional aides have been placed in 9th and 10th grade classes with high numbers of RSP students.
There is a need for increased communication between administration, Special Education teachers and
general education teachers to identify the Special Education students in general education classes, and
inform teachers about students’ disabilities, goals, and accommodations. There is also a need for training
for both general education teachers and instructional aides about strategies and best practices for
supporting these students.
Rosemont continues to offer the ERWC English 12 course and the EAP Quantitative Reasoning course
for students identified as “Conditionally Ready” on the CAASPP. By earning a grade of C or better,
these students will move directly to college-level English and math without the need for remediation.
With the goal of providing support for struggling students and encouraging a balanced investment in the
academic requirements as well as the social opportunities of high school, Rosemont introduced an
Academic Probation program in the 2017-2018 school year. After listening to feedback from students,
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parents, and staff members, Rosemont piloted a revised Academic Probation program in fall of 2018
with the goal of improving academic achievement. At each grading period, which is approximately
every five weeks, students with failing grades are placed on probation and required to go to ASSETs
(Rosemont’s extended day program) tutoring, which takes place after school every day from 3:00-6:00
pm. Families are informed by administration of their students’ status, and students placed on Academic
Probation are allowed to attend RHS extracurricular events (sports, dances, etc.) only if they attend
ASSETs or related after school academic help. Students will be removed from Academic Probation if at
the next grading period there are no failing grades.
In 2018-19, Rosemont was awarded a six-year Gear Up grant and began work with the Gear Up support
staff, in conjunction with the Rosemont math team and the district training specialist, to develop a site
intervention plan to address the large number of students struggling in the area of mathematics. Gear Up
will provide professional development, intervention support, and coaching to improve student outcomes.
Credit Recovery
Each semester, counselors do transcript analysis, by grade level, and meet with students who are credit
deficient to create a plan for intervention. They also try to meet with 9th and 10th grade students who
are failing multiple classes at the end of each quarter. Rosemont has expanded the number of students
who are enrolled in the Accelerate Education (AE) credit recovery program, including summer sessions,
in an effort to support the number of students who are on track to graduate and on-track to meet A-G
requirements. The district AE coordinator sends regular updates to each high school site, reflecting a
variety of data including the number of seats taken, the number of active courses, the number of courses
completed, the average time to complete a course, and average active completion percentage. This
information helps the Rosemont administration and AE teachers to intervene with students who are not
making adequate progress at any given time.
Extended Day Opportunities
The ASSETs program provides academic support and enrichment opportunities for all students. This
program gives students a safe and secure environment with ASSETs staff, community volunteers, and
qualified college tutors to assist with academic needs. Students may earn 5 elective credits towards
graduation in 7th period upon completion of each semester (selected classes) and credit recovery for
those who need certain credits. The library is open daily after school from 3:00-6:00 p.m., providing
students with access to computers and academic tutors.
Social and Emotional Learning
With the support of SCUSD and its focus on the importance of the Social-Emotional Learning (SEL),
CGI/Geography teachers taught SEL lessons every week beginning in 2015. As a group, the teachers
met to choose lessons that they felt were most valuable for their students. That practice has not
continued. Because of a dramatic increase in the number of suspensions between 2017-18 and 2018-19,
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Rosemont administration plans to revisit this practice, knowing that explicit SEL instruction for the
freshmen class will help to improve upon and sustain a positive school climate year after year.
Administration has worked to improve the restorative nature of the school discipline process and
encourages staff to work toward that same goal in all interactions with students. Restorative practice
across the campus continues to be an area for growth.
Home Visit Program
All certificated and classified staff are encouraged to participate in the Home Visit Program. Currently,
fewer than 10 staff members are participating. The goal is to encourage at least 20% of Rosemont staff
to visit freshman families during the summer months to establish positive, supportive partnerships.
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History and Background
Rosemont is located approximately 10 miles east of downtown Sacramento, California’s state capital.
As the state capital of California, Sacramento is home to large numbers of federal, state, and local
government jobs. In addition, the Sacramento area is rich in agricultural products including fruits and
vegetables, rice and other grains, meat, beet sugar, and almonds. It is also an important transportation
center with its deep-water port connection to the San Francisco Bay and various railway lines. The
region is also becoming increasingly dependent on other sectors including information, technology
service, leisure and hospitality, education and health services, and construction. For nearly 40 years, the
Rosemont community was without their own high school, and students attended high school in
neighboring areas. In 2003, the Rosemont community finally welcomed its own high school, a modern
facility on 83 acres.
Sacramento continues to experience an unemployment rate of 3.9%, which is consistent with the
national average of 3.7% (US Labor Bureau). Education cuts across the state continue to affect school
districts serving the city and county (US Census Bureau; cityofsacramento.org), and SCUSD is currently
facing a budget deficit of almost $28.5 million.
Rosemont High School is one of Sacramento City Unified School District’s five comprehensive high
schools. The district is the 11th largest school district in California and one of the oldest in the western
United States (established in 1854). It is currently one of 16 districts serving Sacramento County.
SCUSD serves approximately 45,800 students on 80 campuses and is home to a 2010-11 California
Distinguished School, two 2010-11 California Achievement Award schools, and the only public
Waldorf-inspired high school in the nation. Some graduates from SCUSD’s class of 2018 are currently
attending Harvard, Stanford, Yale, Brown, UC Berkeley, UCLA, and a host of other prestigious
universities both in California and throughout the nation.
The 2018-2019 seniors will be the 13th graduating class from Rosemont. Over the course of the last
twelve years, alumni have regularly returned to coach sports, volunteer their time, and observe/student
teach in classrooms; in fact, numerous former students are choosing to go into teaching, which they
attribute to their positive experiences at Rosemont.
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Governing Structure Of SCUSD
Superintendent
Jorge A. Aguilar
Instructional Associate Superintendent
Mary Hardin Young
Board of Education
Jesse Ryan
President
Trustee, Area 7
Leticia Garcia
Trustee, Area 2
Darrel Woo
1st Vice President
Trustee, Area 6
Christina Pritchett
Trustee, Area 3
Michael Minnick
2nd
Vice President
Trustee, Area 4
Mai Vang
Trustee, Area 5
Lisa Murawski
Trustee, Area 1
Rachel Halbo
Student Board Member
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Governing Structure of
Rosemont High School
Principal
Elizabeth Vigil
Assistant Principals
Jeremy Predko
Robert Richardson
Site Instructional Coordinator
Jennifer Ellerman
Athletic Director
Scott Maddox
School Site Decision Making Bodies
School Site Council
Site Leadership Team
ELAC- English learner Advisory Committee
PTSA - Parent Teacher Student Association
ASB - Associated Student Body
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Rosemont High School Statements
Vision Statement Rosemont students thrive in a rigorous, structured, and supportive environment through which graduates
are prepared to meet the demands of college and career. Regardless of the paths they choose, Rosemont
graduates are lifelong learners who give back to their communities.
Mission Statement
Rosemont will offer rigorous, relevant instruction for a world in need of critical thinkers.
Expected Schoolwide Learning Outcomes (ELSOs)
While analyzing staff and student survey data in the fall of 2018, the WASC committee came to the
realization that although Rosemont had developed a schoolwide vision and was working on developing
learner outcomes in primary teams, there was a need to revise the previous ESLRs, which had been in
place since 2003. The team wanted to articulate new schoolwide learner outcomes and establish goals
that reflect the changing world for all Rosemont students, and the new Rosemont ESLOs were created
by examining the work done in WASC focus groups and combining the site’s individuality with the
district’s vision.
A Rosemont Graduate is
● a critical thinker with intellectual curiosity who can solve complex, real world problems.
● a self-directed and lifelong learner who can apply knowledge to create new ideas.
● a college and career ready student who can seek out opportunities for academic and personal
growth.
● a productive, hard-working, collaborative person who can contribute positively to the community
and the world.
● a culturally-aware and empathetic individual who can embrace diversity.
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Facilities and Technology
The Rosemont High School campus sits on nearly 83 acres of land. The actual structure, completed in
2004, is one of the newest and most impressive landmarks in the Rosemont community. For many
visitors, the campus is reminiscent of a modern community college and includes:
● 75 classrooms (including 2 construction tech rooms, a drafting and design center, and multiple
science and computer labs). Classrooms are equipped with a phone, wireless internet, digital
projector, and a laptop computer and printer for each teacher.
● 2 gymnasiums complete with a dance room, weight room, wrestling room, and locker rooms
● 1 auditorium that seats 472 and 1 smaller theater that seats 150
● 1 black box theater with industry standard media production lighting and equipment
● An administration building
● A library and media room
● 1 kitchen and cafeteria
● 1 swimming pool and swimming pool building
● 3 two-story buildings (with elevator access)
● A football stadium with a press box
● Soccer, baseball, and softball fields
● Outdoor basketball and tennis courts
● A large quad with an outdoor movie wall for projected movies
● 3 parking lots (staff, students, visitors)
● A well-equipped maintenance and receiving building behind the cafeteria
● A garden
● Easy access to public transportation (bus stop, light rail)
To assist Rosemont staff in monitoring the campus, many areas of the campus are monitored with
surveillance cameras as well as by school personnel and the school resource officer.
The Fall 2018 Staff Survey indicates that Rosemont staff have pride in their campus. 92.8% find the
campus to be in overall good working condition, and 98.5% indicate that the campus is kept clean and
tidy.
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Rosemont Staff
Rosemont High School’s staff consists of 64 teachers, four counselors, 26 classified staff members,
three administrators, one site instruction coordinator, and one athletic director. Included in the classified
total are office technicians, campus monitors, special education aides, kitchen and janitorial staff. A full
list of teachers can be found on page 8 under WASC Home Groups.
Administrators Counselors Clerical Staff Site Maintenance
Elizabeth Vigil
Jeremy Predko
Robert Richardson
Jennifer Ellerman
Scott Maddox (AD)
Onisha Cook
Audrey Kamilos
Gabriella Orozco
Pam Reeder-Esparza
Nicole Adams
Ayesha Charamuga
Dan Doyle
Irene Hainsworth
Shandra Lee
Bee Moua
Joseph Pickar
Linda Zanze
Mike Vega
Jesus Farias
Amber Jackson
Kris Kaehler
Maria Torres
Cafeteria Special Education
Instructional Aides Librarian School Psychologist
Irene Carruthers
Lyudmila Litvinchuk
Kelly Lu
Angel Macias
Shay Martel-Long
Suada Muran
Galina Rybitskaya
Keisha Pierce
Susie Zhu
Adam Aldama
Dalia Alvarez
Patricia Curtain
Louise Fong
Crystal Hamilton
Cami Hilsinger
Skyla Mulkey
Bill Nhiayi
Leo Nunez
Sunny Saechou
Dominique White
Christina Lanzaro Tom Sisterson
Program Specialist School Nurse Social Worker District Coaches
Scott Speights Gabrielle Stewart Victor Blanco Stephen Arndt
Melanie Bean
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Currently, three teachers are participating in the SCUSD Induction program (formerly BTSA). All
Rosemont teachers instruct within their credential area, and no teachers hold emergency credentials.
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Budget/Expenditures
Rosemont’s fiscal year begins on July 1st and ends on June 30
th. The school currently funds programs,
supplies, and staff with seven budgets categorized as either general funds or categorical funds:
General Funds
● Rosemont’s general funds are overseen by the principal. These funds are used to support
instruction and basic operations such as custodial staff, bills related to facilities, cleaning
supplies and maintenance materials, and staff. The 18-19 site budget for general funds amounts
to $9,348,256.
Categorical Funds
The School Site Council is responsible for Rosemont’s categorical funds. Through the School
Development and Improvement Plan, the Site Council allocates funds to support students and student
learning. Categorical funds include six different budgets:
● Title One
● LCFF F/R (Local Control Funding Formula - Free and Reduced Lunch)
● LCFF – LEP (Local Control Funding Formula (Limited English Proficiency)
● College Readiness Block Grant (2016 - 2019) including funding for transportation for college
visits (all 10th
graders each of the three years), AP professional learning, technology to support
college readiness, teacher stipends for training, and “other” expenditures that must align with
Local Control and Accountability Plan (LCAP) Goal #1.
Other budgets include:
● District, Linked Learning, Perkins funding to support RHS Culinary and ECD (including
Robotics)
● Funds acquired and spent by individual student clubs and music and school-wide boosters are
earned through fundraising activities and used for activities, trips, gear, and equipment.
Expenditures per pupil:
● The most recent report of pupil expenditures shows that Rosemont’s expenditures per pupil totals
$7,841. Of these funds, $1,470 is designated as restricted monies and $6.371are unrestricted
funds (2016-17 fiscal year). The average teacher salary was $77,592 in 2017, but with salary
increases during the 2017-18 school year, that number is larger.
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Student Demographics
Sacramento is one of California’s largest and most diverse metropolitan areas. The Civil Rights Project
at Harvard University, in conjunction with Time magazine, named Sacramento “America’s Most
Integrated City,” a place where “everyone’s a minority.” SCUSD’s student population reflects this
diversity, as does the population of Rosemont High School.
Rosemont and SCUSD’s student population, by ethnicity, has remained relatively consistent since 2014,
with several exceptions: the white student population at Rosemont has declined by 4%, and the Hispanic
population at Rosemont has increased by 3%. Hispanic students continue to represent the highest
percentage of students at both Rosemont and SCUSD, although the district’s percentage is
approximately 6% higher than Rosemont’s. The percentage of White (non-Hispanic) students at
Rosemont is approximately 10% higher than that of SCUSD, and contributing that percentage of White
(non-Hispanic) students at Rosemont is large Eastern European community, which is the 2nd largest EL
group next to Latino/Hispanic students. Currently, Rosemont’s population is 46.9% female and 53.1%
male, and there are 386 9th graders, 323 10th
graders, 310 11th
graders, 297 12th
graders. Minority
enrollment is 67% of the student body, which is lower than the California state average of 76%.
After three years of steady enrollment numbers, Rosemont saw a decrease by 90 students for the 2018-
19 school year. Contributing to this decrease are the following:
1. The 2017-18 Einstein Middle School 8th grade class contained 35 fewer students than the year
prior.
2. 31 students disenrolled to participate in an SCUSD independent study credit recovery program
located on the Rosemont campus.
3. 31 additional students disenrolled to participate in several credit recovery charter school
programs.
4. 17 students moved out of the state and/or country.
5. The number of rental properties has increased significantly in the Rosemont neighborhood, and
numerous families have reported to staff that they have moved to more affordable areas of the
city.
6. The district overall has seen a steady decrease in student enrollment.
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SCUSD demographic data shows that the total number of students district-wide, as well as the
percentage of students within each subgroup (subgroups by ethnicity, English Learners, students with
disabilities and socio-economically disadvantaged students), have remained relatively consistent since
2008. This is also true for Rosemont High School. To build its reputation and increase enrollment,
Rosemont will continue to look to strengthening its programs and instruction, student academic
achievement, and community engagement. A potentially significant change in 2018-19 is an apparent
shift in the perception of the school in one neighborhood within the feeder attendance area. Students in
this neighborhood have historically attended a high school outside of the district, but a number of those
families attended family visitation days for the first time and communicated with Rosemont
administration that they will be attending Rosemont in the fall of 2019. Rosemont staff feels that we
have “turned a corner” with community perception and anticipate increased enrollment in 2019-2020.
SCUSD reports that 14% of its students are in special education.16% of Rosemont students receive
special education services. Special education students are informally and formally assessed regularly for
progress towards IEP goals, and special education placement is determined based on that progress. To
meet the needs of students with disabilities, Rosemont High offers multiple special education programs.
The majority of special education students at Rosemont participate in the Resource Specialist Program
(numbers fluctuate between 100 and 115 students throughout the academic year). For RSP students,
Rosemont offers co-teaching in English (grades 9-11) and in Math I and Math II. RSP teachers also
teach self-contained classes for students who need more intense support. There are approximately 92
students who are in one of five different Special Day Class programs: Communicatively Handicapped,
Learning Disabled, Emotionally Disturbed, Developmentally Disabled/Severely Handicapped, and
Autism. Students in the Learning Disabled and Communicatively Delayed classes are mainstreamed for
elective courses and physical education.
In addition to the teaching positions, the department also includes 13 paraprofessionals who work in a
variety of settings with special education students. A number of students have one-on-one aides, and
SCUSD provides itinerant teachers who provide services in Adapted Physical Education, Assistive
Technology, Language and Speech, Occupational Therapy, and Workability. Rosemont also has a
school psychologist, who is on campus full-time, and a program specialist, who is available for IEPs and
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other case management issues.
New in 2017-18 was the inclusion of autism and Intellectually Delayed (ID) students in electives with
the support of general education student “peer buddies.” For the first time, general education and Special
Day Class (SDC) teachers have partnered to create opportunities for students with moderate to severe
disabilities participate in art, choir, drama and media production.
One of Rosemont’s most populous subgroups is socio-economically disadvantaged students. This
subgroup represents approximately 73.1% of the student population. Rosemont also serves
approximately 25 foster youth, a much smaller subgroup, yet one that receives on-site support through a
foster youth services specialist.
EL Students Residents within SCUSD speak more than 40 languages: 38% of students do not speak English at home
and according to the California Department of Education, 25.9% of students attending SCUSD schools
are designated as English Learners. However, this percentage is significantly lower at Rosemont where
EL students have represented 10% of the overall student population since 2015-16.
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Other than English, the predominant languages spoken by Rosemont students and families include
Spanish, Hmong, Cantonese, Mien, Vietnamese, Russian, and Ukrainian. The percentage of English
Learners whose primary language is Spanish remained fairly consistent until the 2017-18 school year,
where it increased by approximately 8%.
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The number of beginning English Learners has increased each year since 2014 and is historically highest
in 9th grade. Most ELs remain in the intermediate and early advanced range as they move through the
grade levels.
The needs of Rosemont’s EL students are a priority for Rosemont High School. English Learners are
mainstreamed to ensure that they have access to the core curriculum, and staff members are encouraged
to incorporate academic discourse to intensify practice with oral language and deepen learning
throughout instruction. Currently, Rosemont offers one section of Beginning ELD for students with
little or no English fluency. The teacher uses a newcomer curriculum and can progress to a more
advanced curriculum as students improve their English proficiency. Additionally, the beginning ELs
are also enrolled in a mainstream grade-level English class, where teachers make every effort to partner
intermediate-level students with others who speak the same language. SCUSD is also offering
professional development around the ELD standards and the ELD companion materials for the newly-
adopted 7-12 English curriculum. To encourage more connection with the campus, Rosemont provides
a multicultural club, the English Learner Advisory Committee (ELAC), and school-wide events to
promote family engagement. Every year, Rosemont analyzes the progress of the English Learner
population and considers the re-designation of EL students that reach the set criteria for Reclassified
Fluent English Proficient (RFEP), Initial Fluent English Proficient (IFEP), or Long Term English
Learner (LTEL). The ELPAC (formerly CELDT) scores, district benchmarks, state test results, and
students’ English grades are used to determine if re-designation is appropriate.
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EL Redesignation
Every year, Rosemont High School staff analyze the progress of the English Learner population and
consider redesignation of EL who reach the district criteria. The individual English learners’ ELPAC
scores, state assessment results, English grades, and parent and teacher recommendations are used to
determine if a redesignation status is appropriate. A team consisting of an administrator, English
teacher, and parent(s) must be in agreement and complete a redesignation form.
Although there was a dip in the redesignation rate in 2017-18, the rate has risen steadily since 2014-
15, when no Rosemont students were redesignated. However, Rosemont’s redesignation rate is still
well below the district, county, and state averages. The RFEP rate and LTEL rate have remained
steady since 2015-16.
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Parent/Community Organizations
Rosemont High School values the participation of its parents and its community partners. Decisions that
affect the school are made in collaboration with parent and community organizations such as the School
Site Council, ELAC, Music Boosters, Rosemont Boosters and PTSA. One area of struggle for Rosemont
is the involvement of EL parents, despite outreach from Rosemont’s ELAC teacher representative.
Although the EL population is relatively small (approximately 10%), it is critical that the voice of EL
parents is heard, and Rosemont has to find better ways to bring them into conversations as staff makes
decisions that affect EL students.
We provide parents with many opportunities to engage in the process of ensuring that all students have
an equal opportunity to graduate with the greatest number of postsecondary choices from the widest
array of options. These opportunities include parent nights (for each grade level) where parents can learn
about Financial Aid, A-G requirements, the college application process, and other college requirements.
Speakers and workshop facilitators include Cal-Soap, representatives from local colleges, and
representatives from Kaplan who provide information about SAT and ACT, including test prep. At
Freshman Orientation in 2018, parents and students were invited to participate in a series of workshops
where they learned about A-G requirements, SCUSD graduation requirements, and best practices for
supporting student success through a focus on daily attendance, organization, and home-school
communication. All Rosemont students have an account with CCGI (California College Guidance
Initiative) and work with their counselor to complete milestones at each grade level that keep them on-
track for meeting graduation requirements and facilitate the college application process. Parents have
their own login that enables them to track their student’s progress throughout the four years of high
school. All students, regardless of their parents ability to advocate for them and/or navigate the SCUSD
system have a path to college that is monitored by the school administration and counseling teams.
General reminders and announcements are also available on the Rosemont website
(Rosemont.scusd.edu) and the Rosemont Instagram account (@RHS_SCUSD). We also communicate
regularly with parents through weekly “Messengers” which are emailed to families, posted on Infinite
Campus, and also posted on the school website under “Principal’s Messages”.
Providing Rosemont students with a robust system of intervention and supports to increase attendance
has been a goal since 2013, and new in 2018 is the addition of partnerships with Dignity Health, River
Oak Center for Children, Cordova Parks and Recreation District, UC Davis Child and Adolescent
Psychiatry, Sacramento State Division of Social Work, Sacramento State College of Education and the
US Marine Corps to provide counseling and health services. Rosemont staff is in the process of
identifying specific supports from each of these organizations.
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Rosemont works with local community organizations such as the Rosemont Community Association
and the College Glen Community Association to promote Rosemont’s programs and provide
opportunities for those organizations to support the school. The principal attends annual meetings for
both associations to highlight school accomplishments and answer questions and concerns, and also
contributes quarterly articles for the College Glen Community Association. Lastly, the principal
regularly meets with the President of the Rosemont Community Association and monthly with a
network of the feeder middle and elementary schools to collaborate around district and site issues,
upcoming events and community concerns.
Rosemont also partners with the Sacramento Urban Debate League, a local organization that provides
students with coaching and opportunities to travel the country to participate in rigorous debate
competitions. In 2017-18, two of Rosemont’s debate students were nominated to have a place among the
top 25 debaters in the nation!
Supporting College and Career Readiness
Beginning in 2017- 18, SCUSD was introduced to a changing role for school counselors, which included
a focus on supporting all students in being on-track for graduation and on-track for meeting A-G
requirements. In August of 2017, principals and counselors were tasked with reviewing class schedules
and transcripts and moving students into A-G courses regardless of what students had identified on
course selection sheets from the previous spring. Parents would have the opportunity to “opt out” if they
chose to, and those conversations were to be recorded in to Infinite Campus. Principals were also asked
to review their master schedules to ensure that the appropriate courses were available. One of the
challenges within the counseling department is this new access to a variety of indicators and the
expectation that counselors will monitor students at each grade level in each of these areas. The role of
the counselor in SCUSD is changing, and there is a growing need for additional support with the crisis
management aspect of their work.
In the fall of 2017, the new Superintendent also introduced his areas of focus (priority elements) at each
segment. At the high school level, those priority elements are graduation rates, A-G completion rates,
and EL Redesignation rates.
In addition to traditional sources of data (CDE, California School Dashboard, District reports), we now
have a tool called the PATAI (Performance and Targeted Action Index) that includes process measures
relative to these elements and tracks students’ progress over time to enable administrators, counselors,
and teachers to introduce immediate interventions and monitor the effectiveness of those interventions in
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quick, iterative cycles. Since this tool communicates with Infinite Campus, the district-wide student data
system, counselors and administration know at each grading period whether or not students are enrolled
in the appropriate courses and whether or not they are passing those courses. The tool includes the
following:
1. A-G Course Monitoring Tool
2. FAFSA Monitoring Tool
3. Graduation Course Monitoring Tool
4. Graduation Status Data Entry Tool
5. Performance and Targeted Action Index - Chronic Truancy
6. Performance and Targeted Action Index - EL Redesignation
7. Performance and Targeted Action Index - Priority Elements
We were also introduced to the Early Identification and Intervention System (EIIS), which provides
“live” data around attendance, behavior, and grades.
Outside Partnerships for College and Career Readiness
California Student Opportunity and Access Program (Cal-SOAP)
The California Student Opportunity and Access Program (Cal-SOAP) was established by the state
legislature in 1978. Today, Cal-SOAP is instrumental in improving the flow of information about
postsecondary education and financial aid while raising the achievement levels of low-income,
elementary and secondary school students or geographic regions with documented low-eligibility or
college participation rates, and who are first in their families to attend college.
Today, Cal-SOAP projects operate in fifteen locations throughout California by consortia made up of
secondary and postsecondary schools and community agencies. Cal-SOAP works in cooperation with
other intersegmental outreach programs to avoid service duplication.
Because each project specializes in serving students within its community, the types of programs and
services may differ. However, the projects share the common goal of improving the flow of information
about postsecondary education and financial aid while raising achievement levels of targeted students.
Some common services provided by the consortia include advising, tutoring, parent outreach, and
college awareness workshops.
UCAN – United College Action Network, Inc.
The United College Action Network, Inc. (U-CAN) is a 501c(3) nonprofit corporation that provides
leadership services and college preparation assistance to students desiring to enroll in four-year
postsecondary colleges, with a focus on admissions to Nation’s over 100 Historically Black Colleges
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and Universities (HBCUs). U-CAN provides following assistance and services to high school students
and their families:
● Outreach, Recruitment, Support, and Resource Information
● Student/Parent Consultation and Workshops
● Course Selection and Career Development Assistant
● College Preparedness Including SAT/ACT Testing
● Admission/Scholarship Eligibility Consultation
● Review of Transcripts
● Financial Aid and Scholarships
● Housing Assistance
● Personal Counseling/Support Services
● Annual College Fair with On-the-Spot Admissions Scholarships
● End of School Year Networking Events
Center for College & Career Readiness Sacramento State University
Sacramento State’s Center for College & Career Readiness (CCR) focuses on student transition success,
encompassing academic readiness as well as the metacognitive skill sets that students need in order to
persist with grit and resilience. CCR works closely with local high schools and community colleges to
create opportunities for students to gain the life and academic skills necessary for college success and
future career aspirations. Presentations from CCR vary between 30-60 minutes for freshmen and
sophomores and include topics such as:
● Preparing for college
● What is a college major?
● Importance of CAASPP/EAP and PSAT
● Encouraging students to take four years of math
Outreach to Juniors
● The California Assessment of Student Performance and Progress (CAASPP)
● Academic preparedness for college
● Utilizing the senior year to be college and career ready
● Encouraging students to take four years of math
Outreach to Seniors
A student’s senior year in high school is key to expand on skills that will help them to make a smooth
transition into college and/or career.
● College Readiness vs. College Eligibility
● Early Start Overview
● Tips for having a smooth transition from senior year of high school to college
● Describe the importance of getting involved on campus during their first year of college
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● Introduce CCR’s Transition to Success Program (TSP) for incoming Sacramento State
University students
CSUS – Admissions Outreach
The goals of CSUS Outreach are to help students learn about the campus through tours, classroom
presentations, and publications; to provide the information students need to become a successful
applicant; and to answer any questions student have regarding their admission.
Los Rios Community College District
The mission of Outreach and Recruitment is to increase comprehensive awareness of Sacramento City
College to high school students and the community. Los Rios strives to encourage a college-going
culture for middle, and high school students and community members, and they provide support and
information that will empower all to pursue their academic and career goals. Additionally, they provide
classroom presentations, application workshops, and parent night information. Rosemont works
primarily with Folsom Lake College and Sacramento City College.
UC Merced – Dr. Mari Harris
UC Merced provides application workshops to seniors who are applying to a UC Campus, outreach on
parent evenings, and classroom presentations.
California Student Aid Commission (CSAC)
In conjunction with Cal-SOAP, Rosemont partners with CSAC to hold Cash for College Night to assist
families in completing their FAFSA. They provide staff for Cash for College Night, as well as training
for all volunteers who assist. Additionally, Assembly member Ken Cooley provides partner activities for
Cash for College Night. He and his staff attend to assist parents and families through the college
application process.
Rosemont programs that address academic achievement and social-emotional needs are critical to the
success of its students. However, administration and staff also recognize that the common thread
throughout, and one that defines the success of each program, is communication. Rosemont believes in
the importance of communicating with all of its stakeholders, and the ways in which the school
communicates with families and the community include (but are not limited to):
● IEP and SST meetings
● Phone calls documented with the Teacher/Parent Contact Log
● Parent meetings with teachers and/or administrators
● Parent meetings with counselors
● www.Rosemont.scusd.edu
● Rosemont’s PTSA News Blast newsletter
● The Home Visit Program
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● Daily/Weekly student progress form
● Infinite Campus
● Quarterly and semester report cards
● Teacher syllabi
● Messenger community-wide phone calls
Other regularly-scheduled meetings to support effective internal communication include:
● Some first Thursdays - mandatory staff meetings
● Second Tuesdays of each month - School Site Council, ELAC, and Safety Committee meetings
● Third Tuesdays - Leadership Team meetings
● Third Thursdays - office staff meetings
● Weekly Administration/Counselor meetings
● Collaborative Time (CT) every Thursday (unless a whole staff meeting/training)
● Weekly Campus security meetings
● Semi-monthly Attendance team meeting
Academic Programs
Programming Each year, usually in February, students choose their courses for the following school year. During
programming, students may choose one of the two linked learning pathways: ECD (Engineering,
Construction, and Design) or RHS Culinary. They may also choose to apply for LEAD, Rosemont’s
criteria-based program. Counselors visit the feeder middle schools to program 8th grade students, and
they program 9th-11th graders through English or social science classes. The district and site focus is to
enroll in students in courses that will ensure that they graduate having met A-G requirements, unless
parents opt out. In those cases, counselors must log in Infinite Campus that they held a conversation
with the parent and also record the reason(s) for the opt-out. The following chart shows some of the
courses a student may choose at each grade level:
9th 10th 11th 12th
ELA
English 9
Advanced English 9
ELA
English 10
Advanced English 10
ELA
English 11
AP Language &
Composition
ELA
ERWC
AP Literature &
Composition
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MATH
Math I
Math II
Math II+
MATH
Math II
Math II+
Math II
Math III+I
MATH
Math III
Math III+
Pre-Calculus
MATH
EQR
Calculus AB/BC
AP Statistics
SCIENCE
Clean Energyneering
Environmental
Science
Biology
Physics
SCIENCE
Environmental Science
Biology
Physics
Chemistry
SCIENCE
Chemistry
Physics
AP Biology
Honors Geology
SCIENCE
AP Physics
Honors Geology
SOCIAL SCIENCE
Geography / Ethnic
Studies
SOCIAL SCIENCE
World History
AP World History
SOCIAL SCIENCE
US History
AP US History
SOCIAL SCIENCE
Government /
Economics
AP Gov
PHYSICAL
EDUCATION
Freshman PE
PHYSICAL
EDUCATION Weight Training
Yoga
Net Sports
PHYSICAL
EDUCATION Weight Training
Yoga
Net Sports
PHYSICAL
EDUCATION Weight Training
Yoga
Net Sports
WORLD
LANGUAGE
Spanish I
French I
Japanese I
WORLD LANGUAGE
Spanish I
Spanish II
French I
French II
Japanese I
Japanese II
WORLD LANGUAGE
Spanish II
Spanish III
French II
French III
Japanese II
Japanese III
WORLD
LANGUAGE
Spanish III
Spanish IV
French III
French IV
Japanese III
Japanese IV
Rosemont High School operates on a six-period day, but students can also add zero and seventh period
classes to extend their day. (See Bell Schedule, Appendix E.) Currently, Rosemont offers one dual
enrollment course (Honors Geology), but is in the process of articulating a number of other courses.
Seniors take the ERWC English course. Successful completion of the course (C or better) ensures that
they are enrolled in credit-bearing English courses without the need for remediation at CSUS and any
community college within the Los Rios system. SCUSD has the same agreement for successful
completion of the EQR (Quantitative Reasoning) senior math course. A more comprehensive list of
course offerings and their prerequisites can be found in Appendix V.
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Rosemont Pathways
Rosemont is committed to partnering with its community to provide students with opportunities that
bring relevance to their education and connect them to the real world. Two of the school’s specialty
programs, Engineering, Construction, and Design (ECD) and RHS Culinary, are both in the process of
becoming certified Linked Learning pathways. Rosemont staff are working to develop AME (Arts,
Media, and Entertainment) to launch in 2019-20.
Engineering, Construction and Design (ECD) represents one of the newest and exciting changes since
the 2013 WASC report. ECD is the re-branding of the Energy, Science and Engineering Academy
(ESEA) to include construction technology. Approximately two years ago, Rob Fong, former SCUSD
Board member and former member of the Sacramento City Council, approached the principal about
adding a construction component to Rosemont’s engineering pathway. Mr. Fong represents local
commercial trade unions whose leaders have growing concerns around the lack of a skilled workforce -
something that is plaguing the construction business nationwide. Although several SCUSD high schools
offer construction classes, Rosemont has the most comprehensive construction technology pathway and
the support of local contracting companies who have already invested over $100,000 in both supplies
and facilities. Rosemont now has a fully-equipped Design Center where students learn hand and
computer-aided drafting using industry-standard software including Fusion 360 and Revit. Through CTE
funding and industry partner donations, Rosemont also has newly-repurposed workshops for both metal
and wood. ECD is supported through community partnerships with a multitude of local companies
including CSUS, Schetter Electric, Lawson Mechanical, Teichert, SMUD, and Simpson Strong Tie, and
the Sacramento Regional Builders’ Exchange (SRBX) and many more. ECD students compete in the
annual SMUD Solar Regatta, and in May of 2018, the construction technology class participated in the
32nd annual Design Build competition at Cosumnes River College for the first time. The SRBX
sponsored event included 24 northern California schools and over 400 students. Students were tasked
with designing and building a storage shed within specific parameters and materials. Rosemont students
were able to complete the 6’ x 8’ competition structure in just over 15 hours at Design Build.
ECD has an advisory Board of approximately 63 local union shops. They work closely with Rob Fong,
who also serves on the ECD Advisory Board. These industry partners have made, and continue to make,
staggering monetary and in-kind donations, provide a robust guest speaker series, and secure internships
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and employment opportunities for graduates of the program.
ECD is focused on drafting, design, engineering principles and technology in the freshman and
sophomore years and more hands-on building and construction (metal, framing, plumbing and heating,
ventilation, air conditioning) in the junior and senior years. Currently, ECD students have classes
together (cohorted) for two periods per day, and their other classes are with the general population and
can include a variety of electives such as: art, digital media, foreign language, music, or culinary. ECD
students can take AP courses such as AP English, AP social science or AP Calculus when their
schedules permit. They can also participate in 7th
period offerings such as robotics, drama / theater,
gardening, boxing, marching band, and speech & debate.
Engineering, Construction & Design
Course Sequence 2018-19
Science Social Science CTE
9 ECD Physics N/A Engineering, Construction & Design*
10 World History Engineering, Construction & Design*
11 U.S. History Construction Technology OR
Engineering Technology
12 Economics & Government Advanced Construction Technology
OR
Advanced Engineering Technology
*It is important to note that in 2016-17 school year, ECDs first official freshmen cohort were required to
take ECD Drafting and Design. However, in the 2017-18 school year, that course became a sophomore
course in order to align with the CDE and industry standards for a pathway.
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Number of Students Enrolled in ESEA / ECD
ESEA / ECD Grade 9 Grade 10 Grade 11 Grade 12
2015-2016 32 23 26 0
2016-2017 45 28 24 37
2017-2018 (ECD) 51 51 23 19
2018-2019 (ECD) 72 40 42 18
RHS Culinary
Under direction of the district, the Green Academy was rebranded as RHS Culinary. The pathway
change was to directly align the pathway with the CDE's CTE pathway sequence and provide more
clarity as to its purpose. The CTE portion of the pathway has expanded from a two to three-year
sequence with all three courses now "G" approved".
RHS Culinary at Rosemont High prepares students for college and the workplace through the study of
Culinary Arts, Social Science, and Environmental Science with a focus on Urban Agriculture. Students
who participate in this pathway prepare for careers including professional chef, food critic, entrepreneur,
politician/community activist, nutritionist, college professor, event planner, restaurant owner, food
service manager, or other careers related to food, culture, environmental science, and hospitality
management.
Currently, students learn to cook in a space shared with the school cafeteria kitchen. SCUSD has
approved construction of a new professional kitchen teaching space and cafe where students will be able
to apply their skills to serve the public. Funding for the project is contingent upon obtaining funds
through a competitive Career Technical Education Improvement Grant (CTEIG). The current classroom
space is being assessed for improvements and can potentially become a second space for an expansion
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of the program should the district obtain the CTEIG funds.
RHS Culinary participates in a regional advisory board of high school and community college Culinary
Arts programs. The program partners with the Red Rabbit, and Mulvaney’s, two well-established
Sacramento restaurants, Slow Food Sacramento, Green Restaurant Alliance, Sacramento, Shoki Ramen
House, and the Hospitality Management program at American River College (ARC).
Rosemont’s Culinary Arts teacher, Scott Singer, is adjunct faculty and teaches culinary two courses at
American River College. Through the establishment of an articulation agreement, students can earn 3
units of college credit from American River College when completing all of the work in Culinary III.
RHS Culinary students have classes together (cohorted) two periods per day. Their other classes are with
the general population and can include a variety of electives such as art, digital media, foreign language,
music, or engineering (if available).
RHS Culinary students can take AP courses such as AP English, AP social science, AP Calculus and AP
science when their schedules permit. RHS Culinary students can participate in 7th
period offerings such
as robotics, drama / theater, gardening, boxing, marching band, and speech & debate.
RHS Culinary
2018-2019
Social Science CTE
9 Geography/Ethnic Studies NA
10 World History Culinary Techniques
11 U.S. History Culinary II
12 Government & Economics Culinary III
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Number of Students enrolled in Green/RHS Culinary
RHS Culinary Grade 9 Grade 10 Grade 11 Grade 12
2015-2016 47 28 24 26
2016-2017 87 96 72 78
2017-2018 82 37 34 30
2018-2019 84 40 28 29
Leadership and Enrichment through Academic Development (LEAD) is a criteria-based, Advanced
Placement/Honors program for students whose goal is to advance to a 4-year college or university
straight out of high school. It is expected that graduates of the LEAD program will gain acceptance to a
university of their choice based on their performance in academically rigorous classes as well as on their
involvement in a variety of community service and extracurricular activities. LEAD students have their
English and Social Science classes together (cohorted) two periods per day, and the remainder of their
schedule is designed to meet the most competitive A-G requirements for top universities while also
allowing students to explore and expand their own interests. Their other classes can include electives
such as art, digital media, foreign language, music, culinary or engineering (if available) as well as other
AP courses such as AP Biology, AP Calculus, AP Statistics or AP Physics, LEAD students also
regularly participate in 0 and 7th period offerings such as Student Government, Marching Band, and
Drama.
In order to enroll in LEAD, interested students must complete the district-mandated Specialty Program
Application, which is accessed through the Sacramento City Unified School District website. In
previous years, Rosemont’s LEAD Coordinator, Rebecca Siegert, has run the application process, which
uses a point system to rank the students who apply, and also considers students who may not meet all of
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the qualifications to fill open slots. However, with the district’s drive to create more consistency in the
specialty programs, they have chosen to take over the application process for the 2019-2020 school year
for all schools.
Since its inaugural year in 2012-2013, LEAD students have excelled. The 2018-2019 school year marks
the fourth graduating class of LEAD students, and there are currently 194 students in the program
overall. In the previous three years (2016, 2017, 2018) of graduating seniors, those who committed four
years to the program and chose to apply to a 4-year university had a 100% college acceptance rate. Of
the current 35 seniors currently in the program, 100% of them have either applied to a 4-year college
already or are planning to apply to community college. Also, LEAD students have earned top GPAs at
Rosemont as well as the titles of valedictorian and salutatorian for the previous three years.
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Additionally, LEAD students have earned recognition as AP Scholars by the College Board for the past
three years.
● 2015-2016 LEAD AP Recognition
○ 4 AP Scholars
○ 2 AP Scholars with Honor
○ 2 AP Scholars with Distinction
● 2016-2017 LEAD AP Recognition
○ 8 AP Scholars
○ 2 AP Scholars with Distinction
● 2017-2018 LEAD AP Recognition
○ 11 AP Scholars
○ 1 AP Scholar with Honor
○ 1 AP Scholar with Distinction
LEAD courses are designed to be challenging and require extensive reading and writing on the part of
the student. Beginning in their sophomore year, students are placed in AP classes for social science, and
then continue in AP for both English and social science for junior and senior year; additionally, they are
given priority admittance to the other AP classes offered at Rosemont.
After four years of excelling in LEAD, students not only meet all of the academic requirements for the
top 4-year universities in the nation, but they also have had the opportunity to earn more than a year’s
worth of college credit through their success in AP classes. The two mandatory LEAD classes for each
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year are the students’ English and social science classes; while students are not required to follow the
recommended four-year course planner, they are highly encouraged to do so not only to acquire more
skills and knowledge, but also to become more competitive applicants for four-year colleges.
RECOMMENDED 4-YEAR PLANNER FOR LEAD STUDENTS
9th
10th
11th
12th
English Advanced English
9
Advanced English 10 AP English
Language and
Composition
AP English
Literature and
Composition
Social
Science
Geography/
Ethnic Studies*
AP World History AP US History AP Government/
Economics
Math Math 2/Math 3 Math 3/
Pre-Calculus
Pre-Calculus/
AP Calculus AB
AP Calculus AB/
AP Calculus BC
Science Advanced Biology Chemistry Physics/Honors
Geology
AP Physics/
AP Biology
World
Language
Spanish/French/
Japanese I
Spanish/French/
Japanese II
Spanish/French/
Japanese III
Spanish/French/
Japanese IV
(with option to
take AP exam)
PE/
Fine Arts
1st Year PE 2
nd Year PE Fine Art Student Choice
Elective
*in 2019-20, this may become a Pre-AP World History class, which is a new offering from the College
Board that was created to recognize the enormity of the AP World History curriculum.
Additionally, students in LEAD commit their time to community service every semester as a way to
gain authentic experience as leaders. In the first semester, students in 9th
-11th
grade are required to
complete a certain number of hours through both program-organized and self-directed opportunities.
Seniors begin work on their Senior Project, which must be community service-based, and some will
present their projects at the end of the 1st semester. During the 2
nd semester, students use their critical
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thinking skills to identify and solve problems in their community and with the careful direction and
encouragement of teachers, complete culminating service projects each year. In these projects, students
identify a need within the community, create a proposal to meet that need, and volunteer their
time/services to solve the need. Then, the students give a 6-8 minute presentation to all levels of LEAD
and a panel of judges, organize a portfolio, and write a reflection paper about their experiences.
By organizing and completing their own service projects, students develop a sense of personal
responsibility for the world in which they live. Rosemont’s expectation is that LEAD students gain
perspective and develop leadership skills by taking ownership of a cause and doing for others. There are
community service requirements for each grade level of LEAD:
Community Service Requirements
9th 10th 11th 12th
1st Semester Multiple
Community-Based
Volunteer
Opportunities
(Organized;
5 hours)
Multiple
Community-Based
Volunteer
Opportunities
(Organized or
Self-directed;
7 hours)
Multiple
Community-Based
Volunteer
Opportunities
(Organized or
Self-directed;
10 hours)
Senior Project
(30 hours
minimum;
must be
community-
service based) 2nd Semester Service Projects &
Presentations
(3-6 members)
Service Projects &
Presentations
(2-4 members)
Service Projects &
Presentations
(1-3 members)
Overall, LEAD has had great success in the community in the last four years:
● 2015-2016
○ During the 1st semester of 2015-2016, students volunteered at 62 different local
organizations, totaling approximately 1500 hours of community service
■ The Class of 2019 volunteered at OW Erlewine Preschool, Golden Empire
Elementary, and Sequoia Elementary in September.
■ The Class of 2018 organized a Donation Drive to raise new or gently used books
as Christmas presents for each of the approximately 350 K-6 students at Leataata
Floyd Elementary; they collected almost double that goal!
■ The Class of 2017 completed over half of the total hours through a variety of self-
directed projects at local organization
○ During the 2nd
semester of 2015-2016, students completed their 2nd
semester Service
Projects/Senior Projects and contributed over 3000 hours to the community.
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■ Students worked at Society for the Blind, Glass Slipper Foundation, Shriners
Hospital, local elementary schools, convalescent homes, animal shelters, food
banks, and other community-based organizations to complete their projects.
● 2016-2017
○ During the 1st semester of 2016-2017, students in three grades of LEAD volunteered at
32 different local organizations, totaling over 1200 hours of service
■ The class of 2020 completed close to 250 hours of combined work at Golden
Pond Assisted Living Facility
■ A group of 12 students in the class of 2019 raised hundreds of dollars in school
supplies and monetary donations for Leataata Floyd Elementary, and the other
sophomores completed community service at a variety of locations which totaled
a combined 350 hours
■ The class of 2018 completed the remaining 600 hours through a variety of self-
directed projects at local organization
○ During the 2nd
semester of 2016-2017, students completed their 2nd
semester Service
Projects/Senior Projects for a total of over 2200 hours of service.
■ Students worked at Sacramento Food Bank, Kaiser Hospital, Rosemont High
School’s Autism classes, St. John’s Shelter, Glass Slipper Foundation, Shriners
Hospital, Veterans Hospital, multiple local elementary schools, convalescent
homes, animal shelters, and a variety of other community-based organizations to
complete their projects.
● 2017-2018
○ During the 1st semester of 2017-2018, students in three grades of LEAD volunteered at
28 different local organizations, totaling over 1000 hours of service.
■ The class of 2021 volunteered at multiple locations such as Safetyville, Golden
Pond Convalescent Facility, and at elementary schools to assist with Fall
Festivals.
■ A group of 8 students in the class of 2020 raised hundreds of items of clothing for
Leataata Floyd Elementary, and the other sophomores completed community
service at a variety of locations which totaled a combined 300 hours.
■ The class of 2019 completed the approximately 400 hours through a variety of
self-directed projects at local organizations.
■ 15 students from 10th
, 11th
, and 12th
grade volunteered at three different senior
care facilities for Music & Memory, and some continued their work into the 2nd
semester.
○ In the 2nd
semester of 2017-2018, LEAD students completed over 3000 hours of
community service through their Service and Senior projects
■ Students worked at Shriners Hospital, Days for Girls Foundation, Happy Tails Pet
Sanctuary, St. John’s Shelter, Rosemont High School’s Autism classes, multiple
local elementary schools, convalescent homes, animal shelters, and a variety of
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other community-based organizations to complete their projects.
● 2018-2019
○ So far in the 1st semester of this year, LEAD students volunteered at Sequoia Elementary
School, Hubert Bancroft Elementary School, Safetyville, Sacramento Capitol Air Show,
and local youth sports agencies in September and October.
○ LEAD students also volunteered to work both Santa Parades, sponsored by the Rosemont
Community Association, as well as at Raley Field in conjunction with the Sheriff’s
Department’s Toys for Kids Program.
While LEAD students have had immense success since the inception of the program, teachers in the
program realize there is still much more work to do. Teachers have noticed a trend in the drop-off of
grades/GPA in the second semester of each year, which is troubling, and the overall enrollment (and 4-
year commitment) in the program has decreased. Some of this is due to the growth of other pathways for
students, but other reasons have to do with a lack of skills and/or a lack of interest in going straight to a
4-year college. The recent passing of the bill that pays for a year of community college is also a new
development that needs to be addressed. LEAD students take a field trip to UC Berkeley every year (and
regularly meet up with LEAD alumni there), but more field trips need to be put in place beginning in
freshman year so that the students have the opportunity to be on a college campus and experience what
college has to offer them from a young age. Currently, LEAD staff members are working on creating
college portfolios as a way for students to track their evolving interests in different majors, college
types, campuses, and future goals so that when the students are seniors, they have more knowledge at
their fingertips.
LEAD Enrollment from 2015-2019
Grade 9 Grade 10 Grade 11 Grade 12
2015-2016 56 56 50 51
2016-2017 67 54 55 54
2017-2018 55 62 40 49
2018-2019 65 53 41 35
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AME
AME (Arts/Media/Entertainment) is in the planning stages, but Rosemont already has the Digital Media
CTE course sequence that represents the foundation for the pathway. AME will represent the integration
of all of the arts at Rosemont. Already in place is a partnership with the Sacramento Cable Consortium,
whose mission is to provide quality educational resources to learners of all ages in the greater
Sacramento community primarily through video and other information and communication technologies
via cable systems and networks.
SECC is a collaborative effort of the K-20 education community all working together toward this
mission. To date, SECC has funded infrastructure, equipment, and professional development for
teachers and students to support the success of the industry-standard media Black Box Theater, where
students take digital imaging and media production courses. In 2015, the school received $70,000 in new
television studio equipment for the Black Box Theater. In 2019, Rosemont received new desktop
computers to replace the original equipment. This space is a professional quality, industry standard,
state-of-the-art video studio complete with industry quality cameras, teleprompters, professional audio
system, studio lighting, and TriCaster switching equipment that offers live web streaming and graphics
switching capabilities. The digital media program will also receive industry standard portable camera
kits for projects outside of the theater. This studio shares the capabilities of any local television studio.
In 17-18, a group of Rosemont students won the SEVA award for Best Educational Film!
The music director was hired in 2015 and has developed the only comprehensive music program in
SCUSD, including Concert Band, Concert Choir, Orchestra, Wind Ensemble, Marching Band, Jazz
Band, Drumline, Winter Guard, and Color Guard. Other music courses include beginning and advanced
piano and guitar, and students can produce their own music using industry-standard digital music
production software.
Rosemont has a state-of-the-art theater and accompanying facilities such as professional dressing rooms,
a set-building workshop and costume room. Students in the drama program can participate in any area of
production: acting, sound, lighting, set building, and marketing.
Electives in this pathway will include engaging music and drama classes as well as various art classes,
such as beginning and advanced art, ceramics and advanced ceramics, and three level of media
production. In pathway classes, students will focus on creative problem-solving and critical thinking
skills that are not only intrinsic to the arts but also transferable across curriculum. The Rosemont music
and drama directors continue to grow their respective programs, which further positions Rosemont to be
the destination high school for a pathway with an arts and media focus. Administration and key teachers
will continue the planning process throughout the 2018-19 school year.
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ECD
African American or Black % Asian % Hispanic % White %
Pac Islander %
Total Per
Grade Level Multi-Racial*
9 12 14.63 6 7.32 25 30.49 38 46.34 1 1.22 82 5
10 8 10.00 9 11.25 25 31.25 36 45.00 2 2.50 80 4
11 9 20.00 1 2.22 17 37.78 16 35.56 2 4.44 45 1
12 3 5.36 6 10.71 17 30.36 30 53.57 0 0.00 56 3
*Students who identify as more than one race
RHS Culinary African
American or Black % Asian % Hispanic % White %
Pac Islander %
Total Per
Grade Level Multi-Racial*
9 19 16.96 11 9.82 38 33.93 43 38.39 1 0.89 112 8
10 30 27.27 9 8.18 34 30.91 33 30.00 4 3.64 110 6
11 14 26.92 9 17.31 12 23.08 15 28.85 2 3.85 52 2
12 2 8.33 5 20.83 9 37.50 7 29.17 1 4.17 24 1
*Students who identify as more than one race
LEAD African
American or Black % Asian % Hispanic % White %
Pac Islander %
Total Per
Grade Level Multi-Racial*
9 12 16.00 10 13.33 17 22.67 34 45.33 2 2.67 75 4
10 15 19.23 21 26.92 12 15.38 29 37.18 1 1.28 78 4
11 7 10.77 16 24.62 8 12.31 27 41.54 7 10.77 65 4
12 8 19.51 10 24.39 9 21.95 13 31.71 1 2.44 41 5
*Students who identify as more than one race
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Advanced Placement and College Credit Courses
Advanced Placement courses are open to any Rosemont student who is interested, and any student who
wishes to take one or more AP tests is allowed to do so. Students outside of LEAD who would like to
take an AP course must first petition their counselor to be enrolled in the course the following year, and
depending on the subject, selection criteria determine their eligibility. AP readiness screening (for
English and social science classes), teacher recommendations, overall GPA, and course-specific grades
from previous courses are all determinants for enrollment in AP courses.
Beginning in 2018-19, SCUSD paid for all AP tests; students currently enrolled in any AP class must
take the exam unless they opt out. Rosemont offers the following AP courses: Biology, Physics I,
World History, U.S. History, Government, English Language and Composition, English Literature and
Composition, Calculus AB, Calculus BC, and Statistics (new in 2018-19).
The number of Rosemont students taking AP tests as well as the number of tests taken has increased
significantly since 2013-14; in fact, Rosemont has tripled the number of tests administered and more
than doubled the number of students enrolled AP classes. However, with increased access to AP classes
came a decrease in the percentage of students passing the exam. Although the dip was massively
significant in the 2015-16 year, the overall percentage is on the rise-even with triple the students now
taking the tests—and has almost returned to where Rosemont was six years ago, which is attributed, in
part, to changes in staffing. During that same period, the percentage of students in the state of California
also declined slightly, but Rosemont is still well below the state average, even with the overall increase
in passing scores. The mean AP score for 2017-18 was 2.39 while the state average is 3.05. With the
recent funding from the district to pay for all students’ AP tests and the mandate that all students
enrolled in AP courses are expected to take the test, the data created at Rosemont as well as throughout
the district will be interesting to compare.
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Achievement Data
As stated in the SCUSD Equity, Access, and Social Justice Guiding Principle, district schools, including
Rosemont, are committed to preparing students for college and career success. Thus, quality instruction
in every course and at every level is one of the school’s priorities. The Fall 2018 Staff Survey results
show that administration and the majority of staff members believe that quality instruction is of great
importance.
● 91.4% feel that the Principal is an instructional leader
● 91.4% feel that quality work is expected from all staff
● 86.8% agree that administration at Rosemont has focused on quality instruction.
● 84.3% feel that professional development is essential to every teacher
● 80.2% of Rosemont’s staff believed that quality work is expected of students in all classes.
Only 75.3% of teachers, however, felt that they are kept up-to-date on current curriculum and
instructional practices. In addition, only 65.7% feel that they receive adequate professional development
in the area of instructional strategies to serve special education and EL students.
On the Fall 2018 Student Survey, which focused on instruction, the majority of students agreed with
staff in this area:
● 82.8% of students surveyed agreed that the classes offered at Rosemont are challenging and
require them to think critically.
● 83.1% believed that they are expected to produce quality work in their classes.
● 65.5% agreed that their classes have prepared them for college and future careers.
● 91% feel that the expectations for lessons are clear in their classes.
● 87% feel that their classes ask students to use academic discourse (Socratic seminar, small group
work or partner work) regularly.
● 81% feel that teachers grading scales and procedures are consistent among the various subjects
● 78% feel that teachers provide relevant feedback about exam results that inform students of what
they have done well and areas for improvement
● 83% feel that classes are challenging, coherent, and relevant
Only 56%, however, feel that they are familiar with schoolwide learner outcomes. This statistic is
reasonable, considering the fact that Rosemont staff had not identified these outcomes until late in the
2017-18 school year.
While the majority of the data indicates that staff members do value rigor and see that Rosemont High
has high academic expectations for its students, there are students and teachers who feel that Rosemont
needs to continue working on developing courses that are engaging, more demanding, and better
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designed to prepare students for college and career opportunities.
Rosemont, as well as all of the SCUSD high schools, is concerned with a lack of consistency in grading
practices and understands that variation in student performance can be attributed to this phenomenon.
However, Rosemont recognizes certain trends across certain courses and grade levels since 2015-16.
Grade Distribution Tables can be found in Appendix W.
According to the 2018 WASC Fall Parent Survey, which focused primarily on parent engagement,
communication and accessibility to school staff, parents reported the following:
● 90% of parents agreed that teachers hold high expectations for students at Rosemont.
● 87% of parents agreed that they have participated in a school activity or event during the past
school year.
● 69.2% agree that they have access to school leaders when they have an idea or concern regarding
important decisions made at the school.
84% or more of parents agreed that:
● their student feels challenged at school.
● their student feels welcome and a part of the community at school.
● the school is a safe and comfortable place to learn.
84% of parents agreed that they are kept well informed of their student’s progress throughout the year
and that the school provides many opportunities to become involved in their students high school
experiences. 80% of parents also report that they know who to talk to for help and that the school
personnel are responsive to their needs, as well as that they have been on campus at least once to discuss
or observe their student’s needs.
Parents generally agreed with the relationship that counselors have with their students in terms of
supporting academic needs (76.9%) and giving their student curricular help and guidance when needed
(69.3%). However, parents did not agree with the statement that their student’s counselor knows him/her
well (57.7%) or that their student’s counselor regularly communicates with them (26.9%).
It is clear the Rosemont high school needs to better communicate how the school is preparing students
for post-secondary options. Parents agree that their student will be academically prepared to pursue post-
high school options (61.6%), however, parents did not agree with the statement that they understood
why Rosemont has implemented Linked Learning (56%), which is the career and college initiative for
SCUSD designed to prepare their student for a widest array of post-secondary options.
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General Education Students (See Appendix W for Grade Distribution)
● The percentage of students earning As, Bs, and Cs has either increased or remained steady at
high levels in English 9, English 10, and English 12.
● The percentage of students earning failing grades in English 9 has remained near 20% since
2016.
● The percentage of students earning failing grades in Math 1 has increased since 2016 and is
approximately 30%.
● The percentage of students earning As, Bs, and Cs has remained near 100% for students taking
AP courses.
● The percentage of students earning As, Bs, and Cs in CTE courses is extremely high.
● The percentage of students earning As, Bs, and Cs in science has increased significantly.
○ Environmental Science: 65% - 79%
○ Physical Science: 60% - 80%
○ Clean Energyneering: 65% - 83%
● The percentage of students earning As, Bs, and Cs in Math 1 has decreased slightly each year,
and remains between 50% and 60 %, significantly lower than most other courses.
Special Education
● The percentage of special education students earning grades of A, B and C in English 9 has
increased from 71.43% to 83.33%.
Anomalies Within Course Achievement Data:
● The percentage of students earning As, Bs, and Cs in lower level of French and Japanese is
extremely high, while the percentage in Spanish I and II fluctuates between 55 and 60%.
● In almost every course, the percentage of students earning As, Bs, and Cs decreased in 2017 and
then increased significantly in 2018. In that same year, CAASPP scores increased by
approximately 10% in both English and Math in 2017 and then decreased by almost the same
percentage in 2018.
● The percentage of students earning As, Bs, and Cs in guitar and piano courses is consistently
between 60% - 65%, which is significantly lower than in other music courses (Band, 100%,
Orchestra, 100% and Concert Choir, 100%).
● The percentage of students earning As, Bs, and Cs in biology is significantly lower than other
science courses (58% - 64%).
CAASPP
The overall percentage of students meeting and exceeding standards on CAASPP increased between
2015 and 2018. In English, the percentage increased from 43% to 48.23%. In math, the percentage
increased slightly from 25% to 26.19% Performance peaked in 2017, however, when 56.69% of
students met or exceeded standards in English, and 31.95% of students met or exceeded standards in
math. In almost every subgroup, the percentage dropped between 2016-17 and 2017-18. Rosemont staff
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cannot account for the dramatic increase in the 2017 scores and the subsequent drop in 2018.
Since 2015, the percentage of white students meeting or exceeding standards has increased by 14% in
English (50% - 64%) and 9% in math (30% - 39%). The percentage of African American students
meeting or exceeding standards has increased approximately 2% in English (30% - 32%) and decreased
8% in math (16% - 8%). For Hispanic students, the percentage in English has increased approximately
2% in English (40% - 42%) and remained steady in math (16%). However, the percentages represent a
huge gap, with white students significantly outperforming these other two groups.
Between 2015 and 2018, the percentage of students with disabilities meeting or exceeding standards in
English increased 8% (9% - 17%) and remained fairly consistent in math (3% - 2%). However, the
percentage nearly meeting standards between 2017 and 2018 increased 10%, which could indicate that
co-teaching is contributing to increased learning for students in that setting.
In 2018, Rosemont and its feeder middle school, Albert Einstein, were awarded a 6-year grant with
GEAR UP, which will focus on improving student achievement in the area of mathematics. The
programmatic focus of the California GEAR UP Program is to develop and sustain the capacity of
feeder sets of middle and high schools to prepare all students for higher education through a systemic
network of support for the adults who influence secondary school students. In the fall of 2018, each of
the SCUSD high schools identified a problem that they will address through the Equity, Access, and
Social Justice Cycle of Continuous Improvement over the course of the school year. With the support of
Gear Up, Rosemont’s math team embarked upon this work and began by completing a needs assessment
that informed the development of a problem statement around low achievement in math, specifically
with Hispanic students. After working through a causal analysis, Rosemont identified what is believed to
be root causes and contributing factors related to this problem. Using a Driver Diagram, the math team
then set a measurable goal and examined primary and secondary drivers that would inform the team’s
ideas for change. The math team continues to work through this process with the support of Gear Up and
the district’s math instructional coach.
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EAP
The Math EAP results, based on CAASPP data, reveal that only 7.62% overall of the Class of 2018
tested “College Ready” with an additional 18.57% testing “Conditionally Ready”. There are obvious
disparities in achievement among various subgroups:
● Rosemont’s Socioeconomically Disadvantaged (SED) population had 4.89% of students
“College Ready” and 17.33% “Conditionally Ready” as opposed to non-SED students, who
scored approximately 11% and 4% higher, respectively.
● 1.82% of African American students scored “College Ready” and only 5.45% scored
“Conditionally Ready” in math.
● 2% of Hispanic students scored “College Ready” and only 14% scored “Conditionally Ready” in
math.
● 13.04% of white students scored “College Ready” and 26.09% scored “Conditionally Ready” in
math.
The English EAP results show a more positive trend than Math results with 20.58% of overall students
testing “College Ready” and an additional 27.65% “Conditionally Ready”. As with Math, disparities in
English achievement are evident when looking at the different subgroups:
● 14.54% of the SED population tested “College Ready” and 30% “Conditionally Ready”
compared to non-SED students who were 37% “College Ready” and 21.42% “Conditionally
Ready”.
● 10.71% of African-American students and 10.78% of Latino/Hispanic students tested “College
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Ready” while White (Non-Hispanic) students tripled that percentage.
● 21.43% of African-American students and 23.53% of Latino/Hispanic students tested
“Conditionally Ready” compared to White/Caucasian students who were 32.61% “Conditionally
Ready” and an additional 62.61% “Conditionally Ready”.
● 0% of English learners tested as “College Ready” while 26.56% of English Only students were
“College Ready”.
PSAT The number of students who met or exceeded English and Math benchmarks on the PSAT decreased
between 2016-17 and 2017-18 by 6%. Since Rosemont also saw a decline in CAASPP scores, the school
knows that something happened instructionally that resulted in a backslide from the progress that
Rosemont had seen between 2016 and 2017. There is a need to better prepare students in both English
and math, with math representing the greatest area for growth.
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SAT
The percentage of Rosemont students earning scores of >1500 declined from 30.21% to 27.07%
between 2014-15 and 2015-16, while the district percentage increased slightly. For each year of the
previous format of the SAT, the percentage of Rosemont students earning scores of scores of >=1500
was below the district percentage and well below the percentage at the county and state levels. The
district is now providing all 9th and 10th graders with the opportunity to take the PSAT and in 2018-19.
Rosemont provided the opportunity for all 11th graders to take the PSAT, as well. Additionally, the
district provided the opportunity for all 11th grade students to take the SAT free of charge on-site in
2017-2018; this will take place again in March 2019, which will positively impact the overall scores for
the graduating class of 2019, as well as scores throughout SCUSD, since the number of test takers will
double at most sites.
The significant increase in scores at both the site and district level can be attributed, in part, to a
change in the requirements of the test. The redesigned SAT test prioritizes content that reflects the
kind of reading and math students will encounter in college and their future work lives. The essay
portion of the test is now optional, and students are not penalized for guessing. Beginning in 2017,
several Rosemont English teachers now provide SAT prep outside of the school day.
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ACT
Historically, the majority of Rosemont students choose to take the SAT instead of the ACT. As with the
SAT, the number of students taking the ACT increased dramatically in 2015-16 from 35 to 57, but then
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dropped in 2016-17 down to 49. The number of students taking the ACT decreased for both Rosemont
and SCUSD between 2015-16 and 2016-17.
The scores for Rosemont students have remained slightly lower than those of the district except in 2016-
17. Whereas the percentage of Rosemont students earning scores of over 21 on the ACT dropped from
38.06% to 28.57% in 2016-17, the percentage for SCUSD remained fairly consistent. As with the SAT,
this data indicates that Rosemont teachers need to better prepare students for success on these important
assessments.
Credit Recovery
Rosemont faces the challenge of creating opportunities for students to recover credits while also
focusing on supporting students with appropriate interventions so they do not continue to fail in the
future. Rosemont offers online credit recovery during zero and 7th period and also during additional
sections during the instructional day. SCUSD offered an extended-year summer program at the end of
the 2017-18 school year, during which Rosemont students completed approximately 450 courses for a
total of 2750 credits.
The district Accelerate Education Coordinator provides frequent reports that reflect students’ progress,
which allows AE teachers and administrators to intervene quickly, including individual meetings with
students and communication with parents.
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Students who are severely credit deficient, and would not be able to regain on-track graduation status if
they remain at Rosemont, are encouraged to attend credit recovery programs off site. The district offers
several options, including a satellite independent study program housed at Rosemont. This particular
option is available, on a first come-first serve basis for Rosemont students who wish to enroll in
Independent Study but are limited by transportation.
Graduation
Rosemont’s graduation rate had remained steady since 2013, but in 2016-17, that number was higher
than SCUSD, the county, and the state. One noteworthy point of data is the rate for African
American students, in 2016-17, when it was the highest second group; historically, it has been lower
than other groups. Rosemont staff does not have an explanation for this anomaly. In that same year,
the number of white students (20) earning the Golden State Seal Merit Diploma was nearly twice the
number for Asian students (11) and almost three times the number of African American (7) and
Hispanic students (9). While the number of students earning the Seal of Biliteracy did not increase
dramatically between 2017 and 2018, the number of students receiving the Golden State Seal did
increase drastically from 52 to 77.
The graduation rate for SCUSD has remained fairly consistent since 2014-15. Rosemont’s
graduation rate has been slightly higher than the district, but in 2018 increased by 3.9% to 93.65%,
the highest of all SCUSD comprehensive high school sites. Rosemont attributes the increase, in part,
to the introduction of the PATAI monitoring tool, which allowed the school to more easily monitor
the progress of all seniors throughout the year and intervene when needed. The cohort graduation
rates, by ethnicity, tend to fluctuate.
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Graduates Completing all Courses Required for UC and/or CSU Entrance
In 2014-15, the percentage of Rosemont graduates with the required UC/CSU courses was 33.5%, well
below the district percentage of 45.8%. By 2016-17, Rosemont’s percentage was 44.3%, slightly above
the district percentage of 43.9% and in 2017-18, the rate was 46.43%. The completion rate is
consistently lowest for African American students. Overall, Rosemont’s College/Career Readiness Rate
increased 6.1% between 2017 and 2018 from 36.7% to 42.8%.
To assist administrators and counselors to more effectively monitor students’ progress toward meeting a
100% graduation and A-G rate, the Superintendent introduced the UC Merced Performance and
Targeted Action Index tool, a “live” system that provides data reflecting students’ progress in the
priority elements (graduation, A-G completion, and EL Redesignation) over time. Also available is a
Graduation Status tool, an A-G completion rate tool, and the EIIS early warning system which
triangulates attendance, achievement, and behavior data and enables staff to apply appropriate
interventions to support student success.
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Attendance Data
The district attendance goal is 95%, and Rosemont students rarely meet that goal except for the first
month of school. The rate is lowest during the months of December and February. Overall attendance,
however, especially in the second semester of 2017-18 was lower than in previous years. This anomaly
could be due, in part, to a focus on more accurate attendance accounting and data entry.
Rosemont’s chronic absence rate decreased from 19.93% in 2016-17 to 15.82% in 2017-18, which ranks
Rosemont as the second lowest rate among all of the comprehensive high schools in the district. The
decrease in percentage is attributed to having a strong, full-time attendance technician in place for more
than one year in a row, as well as the attendance requirements for participation in rallies, dances, and the
graduation ceremony. Rosemont also had the highest ADA among SCUSD comprehensive high schools
for the 2017-18 school year, leading by .28%.
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In 2016-2017, 11th grade students had the highest rate of chronic absenteeism, which drastically
decreased the following year to the lowest rate out of all of the grade levels. However, though the rate of
chronic absenteeism decreased overall for freshmen, as did for every grade level, freshmen had the
highest percentage in the 2017-2018 school year, which is troubling. In response to this issue, as well as
other attendance-related schoolwide concerns, Rosemont formed the Attendance Task Force that year.
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Additionally, in 2018, Rosemont was invited to participate in the “Be Here” attendance grant program,
and staff are working on a school-wide campaign that includes student recognition and a variety of
incentives. Rosemont is adding a Saturday School program in the spring of 2019 to provide students
with the opportunity to recoup lost attendance.
New in 2018-19 is a “live” early identification and intervention tool that tracks student attendance and
groups students into three “tiers” for the purpose of applying appropriate interventions (See
Appendix Q). The SCUSD Early Identification and Intervention system (EIIS) is based on Early
Warning System research. It tracks attendance but also behavior and course performance to provide in
depth information about how best to intervene. The goal of the EIIS is to identify those students as early
as possible so that action can be taken to directly support them. Depending on the level of available
resources, the expectation is that staff will not only identify at-risk student populations but take actions
to change conditions in the present on their behalf.
The number of students with low numbers of tardies has increased significantly since the 2014-15
school year, and the number of students with more than 11 tardies has decreased significantly since
2015-16. Rosemont believes that teachers are more accurately recording tardies in an effort to raise
expectations and hold students accountable. In 2017-18, a “No Go” list was implemented for
students who have failing grades, repeated behavior infractions and also repeated tardies. That
program, as well as higher expectations among Rosemont teachers, could attribute to this
improvement.
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School Climate
Overall, the climate at Rosemont High School is positive for both students and staff. According to the
Staff Survey:
● 94.2% feel that Rosemont administrators support school staff.
● 84.3% feel that teachers and administrators work together when disciplinary issues arise.
● 92.8% feel that Rosemont is a pleasant place to work.
● 98.5% feel that the school grounds are kept clean and tidy.
● 81.5% feel that communication among administration and staff is good.
However, there are a number of areas for growth:
● 76.8% feel that teachers communicate well with each other.
● 81.2% feel that students are generally well-behaved and respectful to staff, faculty, and
administration.
According to the Student Survey:
● 93.4% feel that teachers have high expectations for students.
● 80.5% feel safe from physical harm on campus.
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● 85.6% feel that teachers treat students with respect.
● 94% feel that adults on campus treat each other with respect and are professional.
However, there are a number of areas for growth:
● 65.4% feel that students treat each other with respect,
● 67.3% feel comfortable expressing themselves on campus.
Clubs, Sports, and Activities
Rosemont students may choose from a variety of clubs and sports teams to round out their high school
experience. Most of the organizations welcome all students, regardless of prior experience, ability, or
other pre-qualifications, and most clubs do not have a limit to the number of students who can join.
There are three clubs that require course enrollment to join, but all others begin advertising during lunch
for a week in September of each school year through Club Rush, which provides all students
information about the many on-campus co-curricular opportunities.
Club Advisor Membership Criteria
Black Student Union (BSU) Ms. McDaniel Open to any student
Black Student Union is a club focused on African American success and unity. The club focuses on
what’s currently happening with all people of African descent and what members can do to improve
the African-American race. BSU attends multiple conferences throughout the year that are dedicated
to the academic achievement, career planning, and unity of the African Diaspora.
Checkmate Chess Mrs. Beard Open to any student
To promote social interaction, critical thinking, and to have fun while learning etiquette and strategy
of Chess play!
CREATE Ms. Watson Open to any student
The CREATE Mentoring Program is for educating and inspiring students to pursue career pathways
that create the “build” environment. An industry professional mentor assists student teams in a seven-
month competition to complete a real-world project.
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California Scholarship
Federation (CSF)
Mr. Velazquez Application Required/GPA
CSF is a state-wide club dedicated to academic achievement and community service with a mission to
foster high standards of scholarship, service, and citizenship.
DJ Club Mr. Sandoval Open to any student
Students learn how to use equipment, choose music and mix choices to create a meaningful dance
experience for all occasions.
Dungeons & Dragons Club Mr. Beckett Open to any student
Students form gaming groups and participate in an ongoing collaborative role-playing and storytelling
experience.
Environmental Club Mr. Jones Open to any student
The goal of the Environmental club is to improve the sustainability of the campus and surrounding
community as well as to raise people’s awareness of the impact they have towards their environment.
In-Fires/K-Pop Club Mr. Nelson Open to any student
K- Pop is a wide variety of singers and groups who sing in English and Korean. They have really
interesting videos and complex dance routines that are fun to learn. Our club not only learns these
dances, but also does Karaoke, take field trips, and participate in group chats.
Key Club Currently Vacant Open to any student/
Community Service Req.
Key Club is an international organization mainly organized and run by high school students. In Key
Club, we try our best to serve our home, school, and community through service projects ranging
from fundraisers for charitable causes to volunteer events. Throughout the year we try our best as
keyclubbers to make the world a better place as a result of our contributions toward the community
and further beyond.
Latino Club Mrs. Cave-Sosa Open to any student
We are here to support and motivate all students at Rosemont High School to gain a better
understanding of Latino culture. We believe that all students from all cultural backgrounds should
become familiar with our cultural beliefs, and celebrations. We would like to create opportunities for
our students to be more fully involved in our community. Our goal is to develop and support family-
oriented events for the Latino community and the community at large in Rosemont and Sacramento.
Latinos Unidos!
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LGBQT+ Ms. Snider Open to any student
The goal of the LGBQT+ club is to create a safe place for our LGBTQ students, and to meet and
discuss issues faced in our community.
National Honor Society Ms. Orozco Application Required/GPA
The National Honor Society (NHS) is the nation’s premier organization established to recognize
outstanding high school students. More than just an honor roll, NHS serves to recognize those
students who have demonstrated excellence in the areas of scholarship, service, leadership, and
character.
Robotics Mr. Stafford Open to any student
Year-round, the Robotics Club works on building and programming for competitions.
Course Enrollment Clubs
Drama Mrs. Antrim
Leadership/Student Government Mr. Gosney
Yearbook Mrs. Braun
Fall Sports
Sport Number of
Participants Coach
Football 55 Mr. Wanlin
Volleyball 45 Ms. Maxwell
Cross-Country 15 Mr. Parker
Water Polo 25 Mr. Antrim
Girls Golf 8 Mr. Collins
Cheer 40 Ms. McKay
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Winter Sports
Sport Number of
Participants Coach
Girls Basketball 20 Mr. Edwards
Boys Basketball 28 Mr. Bray
Wrestling 30 Mr. Wanlin
Girls Soccer 40 Mr. Watson
Boys Soccer 35 Mr. Franks
Spring Sports
Sport Number of
Participants Coach
Track 110 Mr. Watkins/Mr. Parker
Baseball 30 Mr. Habeger
Softball 30 Mr. Mills
Boys Golf 8 Mr. Maddox
Swimming 25 Mr. Crane
After School Enrichment
Through ASSETs, students not only have the opportunity to participate in enrichment classes and credit
recovery, but they also can receive help from tutors on a daily basis. Classes that students can take as a 0
or 7th period option include:
● Credit Recovery (AE)
● Marching Band
● Drama
● PE
Since 2014-2015, ASSETs has grown immensely and is the only funded program of its kind in the
district, due to the work of the program director. Enrollment in this program has steadily increased since
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he was hired in fall 2015, and this trend will undoubtedly continue.
Safety
As a district, the Sacramento City Unified School District continues to focus on creating the safest
possible school campuses for students, staff, and community members. Every school visitor to
Rosemont High School must sign in at the front desk and must receive proper authorization from an
administrator prior to being allowed on campus. Visitors are identified by a badge issued by the Front
Office.
District-wide and campus-specific action plans have been established for emergency situations,
including earthquakes, fire, bomb threats, active shooter protocol and lock downs. The site plans are
reviewed annually and approved by the School Safety Committee. Each staff member receives the Staff
Handbook, which includes general safety instructions. Safety is also discussed periodically at staff
meetings and in the staff bulletin. Since the 2016-17 school year, law enforcement has provided active
shooter training and also suggested that Rosemont modify its response to fire alarms to minimize the
likelihood that students and staff would be accessible to an intruder on campus. Fire and lockdown drills
are conducted each semester, including lockdown drills during passing periods or lunch in semester two.
92.7% of staff feel that there are specific disaster and emergency procedures in place. 67.5% of students,
however, felt that they are prepared for an emergency situation. In talking with students further,
Rosemont learned that they do not feel that the frequency of the emergency drills is adequate and want
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additional drills scheduled throughout the year. Rosemont administration needs to address this issue and
ensure that all students understand the procedures for any emergency event.
Rosemont maintains a supply of Epi pens for emergency use and have seven defibrillators strategically
located throughout the campus. Many teachers have a classroom emergency pack, which contains basic
first aid equipment, but staff has not received replacement or additional pack for new staff.
Due to the fact that Rosemont has multiple points of gate entry, all of them are closed during the school
day. One end of the school is not secured by gates, and the goal is to add a chain link fence at this area
of the campus to provide increased security. During lunchtime, all gates are locked, and staff who wish
to leave campus through the back of the school must have an administrator or campus monitor allow
them access.
Suspensions
In 2014-15, the percentage of students with multiple suspensions was slightly higher than SCUSD
(36.3% vs. 35.9%). African American students had the highest suspension rate (23%) and the highest
rate of disproportionality (31% of students suspended vs.19.6% of total enrollment) Rosemont had a
15.1% suspension rate, 9% higher than the district and 11% higher than the county and state.
In 2015-16, the percentage of students with multiple suspensions was only slightly higher than SCUSD
(39.5% vs 38.3%). Rosemont had an 8.1% suspension rate, only 2% higher than the district. The
suspension rate for RHS, SCUSD and County were all higher than the state. African American students
continued to have the highest suspension rate (13%) and highest rate of disproportionality (31.1%
suspension rate versus 19% of the total enrollment).
In 2016-17, Rosemont had an 8.6 % suspension rate, again approximately 2% higher than the district.
The percentage of students with multiple suspensions was lower than SCUSD (30.2% vs 36.5%).
African American students continue to have the highest suspension rate (19.2%) and the highest rate of
disproportionality (41.1% vs. 18.3%).
Suspension rates for all groups of students is high, with the exception of Asian students and English
Learners. Increases or decreases are not significant except for African American students, where
suspensions increased 5.9% between 2016-17 and 2017-18. Suspensions as of November, 2018 had
increased from 46 to 85 incidents at the same date in 2017, so Rosemont staff have identified the need to
re-emphasize a focus on explicit instruction around social and emotional learning competencies and use
alternatives to suspension for all but major infractions.
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Overall Summary from Analysis of Profile Data
and Progress
Based on survey data, it’s evident that the Rosemont teaching staff prioritize quality instruction and on-
going work to work collaboratively to improve outcomes for students. Only 75.3% of teachers, however,
fell that they are kept up-to-date on current curriculum and instructional practices. In addition, only 66%
indicated they receive adequate professional development in instructional strategies to serve Special
Education students and English Learners.
A majority of students feel that coursework is challenging and that teachers provide relevant feedback
about their progress. Only half of the students, however, are familiar with schoolwide learner outcomes.
Because the Rosemont staff only recently revisited these outcomes, communication around the
outcomes and a commitment to align instruction with these goals should help to bring them into focus
for the entire Rosemont school community.
Although the number of parents who completed the surveys was low, those who responded stated that
their student’s counselor did not know him/her well (57.7%) and that their student’s counselor did not
regularly communicates with them (26.9%).
Student achievement in English and math remains a priority, especially for African American and Latino
students. On CAASPP, the number of African American students not meeting standards in English has
increased by 21% in the last four years, and between 2015-16 and 2016-17, when the percentage of
students meeting or exceeding standards in English and math increased for all students, the percentage
of African American students not meeting standards remained consistent in English and increased
significantly in math (19%). The percentage of Latino students meeting standards, especially in the area
of math, has decreased by 14.6%.
The percentage of students who tested as “College Ready” was significantly higher in English than in
Math for every subgroup except English Learners. However, with the low percentages of students
testing represented in all subgroups as either “Ready” or “Conditionally Ready”, Rosemont recognizes
that there is a need for improved instruction in every classroom.
SAT, ACT, and AP performance all indicate that increasing student achievement must remain a priority.
Rosemont teachers and administration must intensify efforts to track students’ progress and introduce
changes in practice in short, iterative cycles. The staff needs to continue to build a culture where teacher
teams analyze student work and revise instruction to bring about improvement. One of the critical areas
for follow-up from the 2013 report was the need for professional development to give teachers more
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strategies for supporting the needs of Special Education students and English Learners.
Another important college readiness indicator is UC/CSU A-G course completion. A highlight from the
data is the increase in Rosemont’s graduation rate (+3.9%) and also the career/college readiness rate
(+6.1%) between 2017 and 2018. Even with these increases, the graduation rate for the various
subgroups is inconsistent, and the percentage of students who have met A-G requirements needs to
increase. Rosemont staff must continue to closely monitor course enrollment in A-G courses, as well as
grades, to eliminate subgroup gaps and ensure that the upward trend continues and improves.
Although English Learners progressed significantly (+21.1%). between 2016 and 2017, Rosemont’s
redesignation rate is still well below the district, county and state averages.
Attendance rates, including chronic absences, are an ongoing concern. Although Rosemont’s attendance
rates are among the highest in SCUSD, and the chronic absence rate is the lowest of all of the
comprehensive high school sites, improved attendance is a necessary component of improved outcomes
for students.
Suspension rates for all students is a concern, but for African-American students, this trend is alarming.
African American students continue to have the highest suspension rate (19.2%) and the highest rate of
disproportionality (41.1% vs. 18.3%). Rosemont staff must address the disparity in suspensions in order
to close achievement gaps and increase college/career readiness for this subgroup.
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Chapter III: Self-Study Findings
For each category of criteria include:
1. A summary of the degree to which these criteria are being met, including comments about the
degree to which these criteria impact the school’s ability to address one or more of the critical
student learning needs
2. A list of strengths
3. A list of prioritized growth areas.
Note: The five criteria categories are:
A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources
B. Standards-based Student Learning: Curriculum
C. Standards-based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture and Support for Student Personal and Academic Growth Culture.
Have available pertinent evidence for review by visiting committee. This includes samples of
representative student work that have been analyzed.
Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources
A1. Vision and Purpose Criterion
The school has a clearly stated vision and mission (purpose) based on its student needs, current
educational research, current educational research, the district Local Control and Accountability Plan
(LCAP), and the belief that all students can achieve at high academic levels. Supported by the governing
board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and
the academic standards.
Online Programs: iNACOL Standard A: Mission Statement: The mission statement of a quality
online program clearly conveys its purpose and goals. It serves as the basis for the program’s day-to-
day operations, as well as a guide for its strategic plans for the future. Communications between and
buy-in from stakeholders is a critical component of a mission statement. [iNACOL Standard A, 2009]
Indicators with Prompts
Vision – Mission – Schoolwide Learner Outcomes – Profile
A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what
students should know and demonstrate; it is based upon high-quality standards and is congruent with
research, practices, the student/community profile data, and a belief that all students can learn and be
college and career ready.
A1.1. Prompt: Evaluate the degree to which the development of the school’s statements has been
impacted by pertinent student/community profile data, the district LCAP, identified future global
competencies, current educational research and an overall belief that all students can learn and be
college and career ready.
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Findings Supporting Evidence
Rosemont High School’s Mission statement is to “Offer rigorous,
relevant instruction for a world in need of critical thinkers.” Our vision
states, “Rosemont students thrive in a rigorous, structured, and
supportive environment through which graduates are prepared to meet
the demands of college and career. Regardless of the paths they choose,
Rosemont graduates are lifelong learners who give back to their
communities. These revised Mission and Vision statements were written
in 2017 with staff input through several large group and focus group
work sessions. These statements were further refined by Leadership
before being shared with staff and the community.
SCUSD Vision and Mission statements drive the school district and their
directives to schools; therefore, the LCAP focused on the need to meet
all students needs and provide them with ample opportunity to be
successful. Rosemont has worked to ensure that our Vision and Mission
statements reflect the school district’s, as well as emphasize the needs of
our community. Rosemont has strived to provide relevant and rigorous
programs that reflect the needs of the college-bound and career-bound
students in our community by providing them with an increase in AP and
CTE offerings.
In order to align with the community goals and the student /community
profile, in the 2012-2013 school year, Rosemont High School added
LEAD, which stands for Leadership and Enrichment through Academic
Development. This pathway prepares its students to be critical thinkers,
analytical readers and writers, effective communicators, and well-
rounded citizens, and the goals of LEAD align not only with the Mission
and Vision statements but also with the redefined ESLOs.
ESEA (Engineering, Science and Energy Academy) was added to
support the student/community profile to support the increased need for
STEM (Science, Technology, Engineering and Math) initiatives that
were needed in the community as well as demanded globally. That
academy was redesigned in 2016-2017 to ECD, the Engineering,
Construction and Design academy. ECD further reflects the needs of the
student/community profile by increasing the number of CTE courses
from 3 to 6 within the academy, as well as increasing the number of
community/industry partners from 1 to 73. ECD’s goals align with the
district’s mission to offer the widest number of options for students as
well as with Rosemont’s Mission, Vision, and ESLOs.
The Green Academy (culinary) was added to Rosemont to support the
student/community profile to increase the number of CTE courses that
were relevant to the community, and the pathway aligns with all of the
district’s and school’s Mission and Vision statements. The RHS
Vision and Mission
Statements
ESLO Posters
Staff Meeting Agenda (date
of reviewing ESLOs)
Leadership Agendas
LCAP
AP Course Offerings
CTE Course Offerings
New CTE Courses
LEAD Program Overview
LEAD One-Page Brochure
ESEA One-Page Brochure
ECD One-Page Brochure
ECD Academy Cohort
Matrix
Green Academy Brochure
RHS Culinary Brochure
RHS Culinary Academy
Cohort Matrix
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Academy was redesigned in 2016-2017 to RHS Culinary, to rebrand and
increase the number of CTE courses from 2 to 3. The three courses in
RHS Culinary were re-written to reflect the needs of the community,
industry and community college partnerships.
Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes
A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the
development and periodic refinement of the vision, mission, and schoolwide learner outcomes.
A1.2. Prompt: Evaluate the effectiveness of the processes that engage representatives from the entire
school, the district board, business, and the community in the development and periodic refinement of
the vision, mission, and schoolwide learner outcomes.
Findings Supporting Evidence
After determining the need to reshape and redefine the Vision and
Mission statements, both were developed by the whole staff in a staff
meeting as well as in smaller focus groups. In March 2018, Leadership
spent several meetings combining and editing the work from the whole
staff to arrive at the current statements. This work was shared with staff
through the Principal’s weekly staff bulletin and was added to the most
current version of the staff handbook. The current Vision and Mission
Statements are shared on the school’s website for the community and
business partners. However, the greater school community (parents,
business, and the community) has not been involved in the development
or refinement of the vision, mission, and schoolwide learner outcomes,
and there is a need to include these stakeholders in that process in the
future.
ESLOs were also redefined in 2018 and came from the work done in the
WASC Focus groups. After reviewing what each group determined
about student learning and goals for graduates, the WASC Committee
drafted the new ESLOs and presented them to staff in November 2018.
Vision Statement
Mission Statement
Staff Meeting Agenda
Principal’s Bulletin
School Website
WASC Focus Group
Google Documents
ESLO Posters
Understanding of Vision, Mission, and Schoolwide Learner Outcomes, District LCAP
A1.3. Indicator: Students, parents, and other members of the school and business community
demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes,
and the district LCAP.
A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other
members of the school’s community understand and are committed to the school’s vision, mission, and
schoolwide learner outcomes.
Findings Supporting Evidence
Rosemont ensures that students, parents, and other members of the
school’s community understand and are committed to the school’s
Vision, Mission, and ESLOs by making these statements readily
Vision Statement
Mission Statement
ESLO Posters
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available in a multitude of ways. Communication pathways include Back
to School Night, Essence of Rosemont, Parent Information Night, PTSA
meetings, ELAC meetings, School Site Council, Boosters, and the
Student Handbook. In addition, the mission and vision statements are
posted on the school website.
Commitment by other stakeholders is evident in various ways. Parents
participate in surveys and attend school events such as those listed above.
However, Rosemont would like to see an increase in parent participation,
especially participation that best represents all of our enrolled students.
Community partnerships within our Linked Learning pathways and
various academic courses also show support for Rosemont’s mission,
vision, and ESLOs.
Principal’s Bulletin
Principal’s Messenger
School Website
School Site Council &
ELAC Agendas
A2. Governance Criterion
The governing board (a) has policies and bylaws and the school’s purpose is aligned with them to
support the achievement of the schoolwide learner outcomes, academic standards, and college- and
career- readiness standards based on data-driven instructional decisions for the school; (b) delegates
implementation of these policies to the professional staff; and (c) monitors results regularly and
approves the single schoolwide action plan and its relationship to the Local Control and Accountability
Plan.
Online Programs: iNACOL Standard B: Governance Statement: Governance is typically provided
by a Board of Directors, an Advisory Board or an ISCHOOL Board. In a quality online program,
governance and leadership work hand-in-hand, developing the operational policies for the program and
its leadership and staff. [iNACOL Standard B, 2009]
Indicators with Prompts
Governing Board and District Administration
A2.1. Indicator: The district policies and procedures are clear regarding the specific duties and roles of
the governing board and district administration in their relationship to the school and staff.
A2.1. Prompt: Determine the clarity of board policies and procedures regarding the roles of the board
and district administration, including supporting the school’s vision, mission, schoolwide learner
outcomes, monitoring student progress, engaging parent and community participation in site
governance, implementing complaint procedures, and reviewing program effectiveness in alignment
with the district LCAP requirements.
Findings Supporting Evidence
Rosemont’s Vision, Mission and Expected Schoolwide Learner
Outcomes are aligned with those of the district’s governing board.
Sacramento City Unified School District’s goals are centered on student
achievement and providing students with the widest array of post-
secondary opportunities. The policies and regulations of SCUSD are
Vision Statement
Mission Statement
ESLO Posters
Staff Meeting Agenda
Principal’s Bulletin
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supportive of the work at Rosemont and offer and encourage the school
to continually increase and improve rigorous, relevant instruction for a
world in need of critical thinkers.
The district has allotted “Collaborative Time” (CT) for teachers to plan
and adjust instruction and to monitor student outcomes in alignment with
the school’s ESLOs. The district supports Linked Learning and has
quarterly district-wide advisory meetings with all CTE teachers in an
effort to support and develop more relevant practices to incorporate and
engage industry partners.
The district engages parents through a multitude of advisory boards to
ensure that the district and the schools are aligned. These include
DELAC, LCAP Parent Advisory Committee, LCAP English Learner
Advisory Committee, Student Advisory Council, Community Advisory
Committee.
SCUSD recently established a Constituent Services Office (CSO) to
respond to the needs of parents and community members. The CSO’s
mission is to help Sac City parents and community members receive
their requested information and guide them on the most effective route to
address or resolve concerns.
SCUSD Board meetings are broadcast live via the internet for those
parents or community members who cannot attend in person.
School Website
Board Meetings/Agendas
Agendas/Minutes
Bulletins
Agendas/Minutes
SCUSD Website
SCUSD Website
A2.1. Additional Online Instruction Prompt: Evaluate the policies related to online instruction for
effectiveness in clarifying the vision for the school’s use of various types of online curriculum,
instruction and support methodologies; this includes, upgrading or updating technology, acceptable use
policies, CIPA policies, and policies to ensure internet safety.
Findings Supporting Evidence
SCUSD upgraded all of the school sites to a robust technology
infrastructure using CISCO networking equipment and wireless. This
upgrade supports teaching and learning with technology, in that teachers
and students have the latest networking equipment to engage in online
learning.
In preparation for the CAASPP, SCUSD also provided all schools with
MacBook carts for student use, not only for testing but to be used by
students and staff throughout the year.
SCUSD provides schools with a regularly updated Acceptable Use
Policy as well as with content filtering to ensure the schools and the
district are in compliance with CIPA.
District Information
Carts in
Library/Classrooms
SCUSD Acceptable Use
Policy
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Recent English and math curriculum adoptions were focused on rigorous
and relevant technology resources that were current and standards based.
The district purchases and manages a credit recovery program for all
high schools, which is primarily housed by one of the alternative high
schools in the district. The support is available when needed, and
adaptable to the school’s needs. However, while all of the advances in
technology from the district have been helpful in meeting the needs of
the Vision, Mission, and ESLOs, the District is not adequately staffed
with technology support personnel to meet the increasing demands of all
of the school sites.
Curriculum
Governing Board and Stakeholder Involvement
A2.2. Indicator: Parents, community members, staff and students are engaged in the governance of the
school.
A2.2. Prompt: Evaluate the ways the school community and parents are a) informed as to how they can
participate in the school’s governance and b) engaged in the governance of the school through their
participation on the School Site Council, ELAC, district LCAP committees and other advisory or shared
decision-making groups that provide guidance or direction to the school.
Findings Supporting Evidence
Students, parents and teachers are encouraged to participate in
appropriate advisories or councils at the district office, such as DELAC
and the LCAP Advisory. The district regularly communicates those
opportunities through their website, press releases, and social media.
School Site Council meets monthly throughout year; however, because
of low parent turnout, the ELAC committee and SSC meetings have been
combined. Invitations for SSC and ELAC are sent out several times each
year before the school year starts via the Principal’s weekly messenger,
which is also posted to the school website. PTSA has its own website,
which is linked to Rosemont’s, and includes an email campaign with
regular parent updates.
In addition, more opportunities for participating in decision making at
the school are developing on the pathway level as teachers collaborate to
create the culture they desire within their own teams, including limited
decisions about discipline, budget and curriculum.
School Site Council
Agendas
Agendas/Minutes
Agendas/Minutes
Curriculum
Uniform Complaint Procedures
A2.3. Indicator: The school leadership understands and utilizes the Uniform Complaint Procedures
from the district.
A2.3. Prompt: Evaluate the degree to which the school leadership ensures understanding and use of the
district’s Uniform Complaint Procedures. (Priority 1).
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Findings Supporting Evidence
The staff handbook outlines complaint procedures for teachers and
provides board policy and administrative regulation numbers for
reference. However, the term “Uniform Complaint Procedures” is not a
searchable term in the staff handbook and should be updated with the
next revision. The district’s Uniform Complaint Procedures are easily
searchable on the website and are translated in 5 languages.
Our front office staff provided printed copies of the complaint form for
any staff member or parent who wishes to file a complaint. There are also
forms posted around the campus, including every classroom, that explain
the Uniform Complaint Procedures.
The district has a “Constituents Services” department to support student
and parent complaints, previously complaints were channeled to
appropriate area superintendent.
Uniform Complaint
Procedure
Uniform Complaint Form
SCUSD Website
A3. Leadership: Empowerment and Continuous Planning and Monitoring Criterion
Based on student achievement data, the school leadership, parent/community, and staff make decisions
and initiate activities that focus on all students achieving the schoolwide learner outcomes, academic
standards, and college- and career-readiness standards. The school leadership and staff annually monitor
and refine the single schoolwide action plan and make recommendations to modify the LCAP based on
analysis of data to ensure alignment with student needs.
Online Programs: iNACOL Standard C: Leadership: The leadership of a quality online program is
accountable to the program’s governance body, and is responsible for setting and meeting the
operational and strategic goals in support of the program’s mission and vision statements. [iNACOL
Standard C, 2009]
Online Programs: iNACOL Standard D: Planning: A quality online program makes planning,
managed by the leadership and staff of the organization a regular part of the program. There are several
types of planning activities, including strategic planning, long-range and operational planning, which
identifies annual goals. Effective planning is not a one-time activity, but instead should provide
opportunities for reflection on how to improve the organization’s performance. [iNACOL Standard D,
2009]
Online Programs: iNACOL Standard F: Commitment: In a quality online program governance,
leadership and staff are responsible for creating an organization that demonstrates a commitment to
attaining the program’s goals and mission statement. Everyone within the organization understands the
mission statement and works to achieve it. [iNACOL Standard F, 2009]
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Online Programs: iNACOL Standard I: Integrity and Accountability: In a quality online program,
leadership is transparent in its management of the program, providing regular and timely information on
progress towards attainment of goals, alignment with policies and standards, and achievement of
student learning outcomes. [iNACOL Standard I, 2009]
Indicators with Prompts
Broad-Based and Collaborative
A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement
cycle that a) assesses data to determine student needs, b) collaboratively determines and implements
strategies and actions and c) monitors results.
A3.1. Prompt: Determine the effectiveness of the continuous school improvement planning process to
ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders.
Findings Supporting Evidence
Rosemont High School undergoes a categorical budget process review at
the district office every December. This meeting informs the school
administration and that information is then shared with various leaders on
campus. One example would be the School Site Council (SSC), who
advises and consults with the school’s administrative staff regarding
budget and the needs of English Learners (ELs), at-risk, and low
performing students. SSC is comprised of certificated and classified
employees, as well as students, parents and community members.
Rosemont High School has had a difficult time recruiting parents and
community stakeholders to participate in English Learner Advisory
Committee (ELAC) meetings so the ELAC and SSC meetings have been
combined to make sure that employees (classified and certificated),
students, parents and community members are able to weigh in on
decisions related to budget, EL learners, at-risk and low performing
students’ needs.
Leadership, a committee which represents each department on campus
meets once a month to engage in joint decision-making as well as to
obtain information from the administrators and the district office. In order
to foster clear communication amongst the whole staff, participants in
Leadership are expected to share the meeting agenda items and the
changes in policy or procedure with the remaining members of their
respective departments, and solicit feedback from their peers.
Academy leadership (LEAD, ECD and RHS Culinary) meet with the
administration on a regular basis and as needed to make decisions about
curriculum, budget, student engagement and promotion of the academies.
Single Plan for Student
Achievement
School Site Council
Meeting Agendas and
Minutes
English Learner Advisory
Committee Meeting
Agendas and Minutes
Leadership Meeting
Agendas and Minutes
Pathway Meeting Agendas
and Minutes
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The Linked Learning Academies (ECD and RHS Culinary) meet with
Advisory industry partners on a regular basis to foster the communication
between the school and our partners. The industry partners consult the
academies to make sure that they are relevant to the most current industry
standards.
Pathway Meeting Agendas
and Minutes
Single School Plan for Student Achievement Correlated to Student Learning
A3.2. Indicator: The school’s Single Plan for Student Achievement (SPSA) is directly correlated to and
driven by the analysis of student achievement data and aligned with district LCAP.
A3.2. Prompt: How do staff ensure that the analysis of student achievement of the critical learner and
college- and career-readiness needs, schoolwide learner outcomes, academic and career-readiness
standards, and the California School Dashboard data are incorporated into the SPSA and impact the
development, implementation, and monitoring of the SPSA and the LCAP?
Findings Supporting Evidence
RHS administration ensures that the analysis of student achievement of
the critical learner and college-and career-readiness needs, schoolwide
learner outcomes, and academic and career-readiness standards are
incorporated into the SPSA and impact the development, implementation,
and monitoring of the SPSA and the LCAP.
Rosemont High School believes in developing relevant, career and
college expectations for all students to achieve. Decisions made by the
administration are made around the three academies, in conjunction with
the Academy Leads, so that students are college ready in LEAD, as well
as planning and aligning career and technical education courses that are
relevant and industry aligned, which support both industry and the college
going culture. Students who are not in one of these three academies are
placed in college preparatory courses as well and can select from many
advanced and Advanced Placement (AP) courses to receive an equally
rigorous education. Non-academy students are also permitted to take CTE
courses without being an academy student.
Additionally, the SPSA is continuously revised throughout the year and
shared with pathway leads, Leadership, industry advisory groups, school
site council and ELAC.
Single Plan for Student
Achievement
Local Control and
Accountability Plan
English Learner Advisory
Committee Meetings and
Agendas
School Site Council
Meeting Agendas and
Minutes
Leadership Meeting
Agendas and Minutes
Pathway Meeting Agendas
and Minutes
Staff Actions/Accountability to Support Learning
A3.3. Indicator: The school leadership and staff demonstrate shared decision-making, responsibility,
and self-reflection on actions and accountability for implementing practices, programs, actions, and
services that support student learning.
A3.3. Prompt: Determine the effectiveness of the processes and procedures for involving staff in shared
decision-making, responsibility, and self-reflection on actions and accountability to support student
learning throughout all programs.
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Findings Supporting Evidence
With a focus on academic achievement, site programs are initiated or
further developed based on student needs as assessed by administration,
staff and the counseling team through meetings, ongoing analysis and
discussion of data. Core academic departments use common assessments
and practices, but also recognize the importance of individual classroom
assessments. Teachers administer common department and district
assessments, but also utilize individual formative assessments. Core
departments are starting to use the data from these common assessments
to improve delivery of instruction and pacing. This has allowed faculty to
collaborate on best practices – across disciplines, creating a more
consistent academic environment.
At the teacher leader level, the Leadership Committee is becoming more
effective at disseminating policy information and passing along
departmental concerns.
Additionally, the RHS administration meets with counselors once a week
to analyze student data such as A-G on track, graduation on track, credit
recovery needs and FAFSA completion. Course offerings for each school
year are made in conjunction with academies and industry partners,
departments, and counselors.
Finally, student data is accessible to every teacher in Infinite Campus, for
the purpose of determining the effectiveness of educational programs,
especially as they relate to CELDT, ELPAC, SBAC ELA, SBAC Math,
AP courses and AP Readiness, PSAT and SAT, as well as with SST,
IEP, 504, and SART meetings.
Staff Meeting Agendas
Leadership Meeting
Agendas and Minutes
Counseling Department
Meeting Agendas
Infinite Campus Data
Internal Communication and Planning
A3.4. Indicator: The school has effective existing structures for internal communication, planning, and
resolving differences.
A3.4. Prompt: Evaluate the effectiveness of the existing structures for internal communication,
planning, and resolving differences among the staff or administration.
Findings Supporting Evidence
At RHS communication is very important to the administration staff,
parents and students. The number of whole staff meetings has decreased
over the years, so that teachers can plan more effective instruction and
develop common assessments. Email, the weekly staff bulletin and the
school website have become the primary methods of communicating with
staff, parents, community members and students. The principal sends a
weekly bulletin to all staff, including upcoming events, accolades, and
reminders of school protocol. The principal sends a weekly “messenger”
Staff Meeting Agendas
Weekly Staff Bulletins
Weekly Messengers on
Website
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via Infinite Campus, the school’s information system. That message,
primarily directed at the parent/guardian, is turned into a posting on the
website.
Rosemont is resurrecting the liaison committee in effort to improve and
maintain a positive relationship between administration and staff. All
staff meetings allow time for SCTA business and the time allocated
fluctuates with the amount of information being communicated.
The Rosemont student handbook is being continually revised and posted
to the school website so that students and parents understand policies,
procedures and expectations of behavior.
Liaison Committee
Meetings and Reports
Student Handbook
A4. Staff: Qualified and Professional Development Criterion
A qualified staff facilitates achievement of the student academic standards and the schoolwide learner
outcomes through a system of preparation, induction, and ongoing professional development. There is a
systematic approach to continuous improvement through professional development based on student
performance data, student needs, and research.
Online Programs: iNACOL Standard E: Organizational Staffing: A quality online program
recognizes appropriate levels of staffing are critical to the success of an online program. Staff should
be well-trained in order to successfully meet their performance goals, and are provided with
appropriate levels of support, resources, feedback and management. [iNACOL Standard E, 2009]
Indicators with Prompts
Qualifications and Preparation of Staff
A4.1. Indicator: The school has confidence in district procedures to ensure that staff members are
qualified based on staff background, training, and preparation. The processes to assign staff members
and provide appropriate orientation for all assignments maximizes the expertise of the staff members in
relation to impact on quality student learning.
A4.1. Prompt: Evaluate the effectiveness of district procedures to ensure all staff members in all
programs, including online instruction, are qualified for their responsibilities and that the process to
assign staff members and provide an appropriate orientation process, including online instruction and
focused programs, maximizes the expertise of all staff members in relation to impact on quality student
learning.
Findings Supporting Evidence
All tenured staff are properly credentialed and qualified. Teachers who
are hired on an intern or emergency credential basis are in the process of
completing any credentials needed under supervision of the district.
SCUSD’s Human Resources Department monitors the hiring and the
credentialing process annually by reviewing California Board of
Education information. Upon being hired, teachers new to the profession
are supported through enrollment in a district induction program where
HR Data
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they are matched with a mentor teacher as new teachers work towards
clearing their teaching credential.
Staff development occurs multiple times throughout the year based upon
feedback from staff during the school year and from the prior year. In
addition, district mandates determine some of the training in which staff
will participate throughout the year. Last year, English adoption and
benchmark training was required by all of Rosemont’s ELA teachers.
Last year, social science teachers who are teaching geography and
contemporary global issues were required to attending training at the end
of the year and a week-long session in the summer as the contemporary
global issues course was changed to ethnic studies. Due to last minute
timing/ announcements by the district office not all of the teachers were
trained. This year the course is in pilot status and all of the teachers will
be required to attend the training before the 2019-2020 school begins.
Trainings/Sign-ins
Defining and Understanding Practices/Relationships
A4.2. Indicator: The school implements a clear system to communicate administrator and faculty
written policies, charts, and handbooks that define responsibilities, operational practices, decision-
making processes, and relationships of leadership and staff.
A4.2. Prompt: Evaluate the system used to communicate administrator and faculty written policies,
charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making
processes, and relationships of leadership and staff. Determine the degree of clarity and understanding
of these by administration and faculty.
Findings Supporting Evidence
The main system to communicate written policies, define
responsibilities, operational practices, decision-making processes, and
relationships of leadership and staff is the staff handbook. The staff
handbook is posted to the Rosemont High School’s website and revised
as needed. This handbook is made available in print to new staff and
student teachers at the beginning of each school year during a “New
Teacher Orientation”.
Often clarification of these policies and procedures is necessary and
questions can be clarified through direct administrator contact,
Leadership and department meetings as well as the Liaison Committee.
Pacing guides, when available, are disseminated through the district’s
Academic Office. Many departments are without relevant and updated
pacing guides. The focus from the district office is English language arts
and mathematics.
Staff Handbook
Orientation Information
Meeting Notes
Textbooks/Curriculum
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Support of Professional Development/Learning and Measurable Effect on Student Learning
A4.3. Indicator: The school effectively supports professional development/learning with time,
personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and
career-readiness standards, and the schoolwide learner outcomes.
A4.3. Prompt: Determine the effectiveness of the professional development support, time and resources
to meet the needs. To what measurable effect have the professional development/ learning activities,
including coaching and mentoring, had on student learning.
Findings Supporting Evidence
In 2016-2017, SCUSD moved all schools to an early release Thursday so
that schools could effectively use professional development time within
the contracted day. Early release Thursday, also known as Common
Time (CT), allowed school leadership to begin to plan an effective use of
this time.
In 2016-2017, the administration decreased the number of whole staff
meetings and created a flexible calendar in an attempt to adequately meet
the needs of departments, pathways, and grade level teams. After
determining the need to use CT more effectively based on feedback from
teachers, Rosemont began working with a consultant to build primary
teams, which has allowed Rosemont to start to build a more cohesive
culture, especially when it comes to grade-level teams who are focused
on common pacing and common assessments.
The school engages the district office for professional development as
requested or as needs arise. Over the past three years Rosemont has had
district office personnel guide the staff through a series of trainings on
“academic Discussion”. The work is not complete; however, more
classrooms across campus have altered their physical environments to
promote academic discussion and more evidence of students engage
students over content has been evidenced.
Instructional assistants have had some training centered around
supporting classroom teachers. This work helped the instructional
assistants understand what school leadership was expecting in the
classroom, across campus for support regardless of classroom or teacher.
ECD and RHS culinary, with the support and guidance of the
administration, coordinate professional development to support each
academies specific needs. In 2016-17 and 2017-18 both academies
underwent radical curriculum changes/adoptions. The district office’s
Linked Learning/College and Career Readiness department was
instrumental in supporting this herculean effort with the support of
outside consultants from CCASN the College and Career Academy
Support Network from the UC Berkeley School of Education. Ongoing
support from district sector coaches and academy coaches guide
SCUSD Contract
Bell Schedule
Agendas/Minutes
Consultant Information
PD Agendas
Support Training Info
Meeting Agendas and
Minutes
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professional development for these academies, their leadership and their
teachers with on-site and off-site support for academy certification.
A4.3. Additional Online Instruction Prompt: Evaluate the processes and procedures for involving
online staff members in professional development activities that enhance the use of technology in the
delivery of instruction and support student learning.
Findings Supporting Evidence
Online teachers at Rosemont are also classroom teachers, therefore it can
be difficult to meet as a whole group. However, the online teacher group,
who monitor credit recovery through Accelerate Education (AE), have
met with the district office support personnel for an initial training, met
with administration several times 2017-2018 to consolidate procedures
and processes, and will meet again in 2018-2019 to share best practices.
The district office offers an online Google sheet that serves as the
district-wide user’s manual for AE and can receive JIT support from the
district office personnel or from the AE support staff online.
Online Platform
Supervision and Evaluation
A4.4. Indicator: The school implements effective supervision and evaluation procedures in order to
promote professional growth of staff.
A4.4. Prompt: How effective are the school’s supervision and evaluation procedures?
Findings Supporting Evidence
The evaluation process is as follows: Pre-conference meetings are
scheduled and expectations are discussed before teacher is evaluated,
two evaluations occur every other year for tenured teachers and twice a
year for non-tenured teachers until tenure is reached. A detailed
evaluation is written up and a post conference is scheduled for debriefing
of findings. The evaluation system is designed to be supportive and
reflective of best teaching practices. The evaluation process as a tool to
promote professional growth is seen to be effective. When a teacher does
not meet expectations, that teacher is told areas in which improvements
need to be made to become a better/more effective teacher.
SCUSD Conference
Templates/Evaluations
A4.4. Additional Online Instruction Prompt: How effective is the school’s supervision and evaluation
procedures in order to promote professional growth of online instructional staff, including their
technological competencies and use of technology within the curriculum, and their fulfilling
requirements for quality student-teacher interaction?
Findings Supporting Evidence
At Rosemont, the only online instruction is for credit recovery, the
vendor, Accelerate Education, provides pre-packaged curriculum and a
highly qualified remote teacher who guides the student online as well as
evaluates assessments. Professional growth in this program is minimal at
Accelerate Curriculum
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best, once teachers can navigate the AE interface, support students with
technical issues in the class and supervise students on task behavior they
are proficient.
An Assistant Principal meets regularly with AE teachers to review
student progress and address any issues with the program and/or
technology to ensure success for students and AE lab teachers. The
district provides reports on a monthly basis that the AE teacher is
expected to review and then take the appropriate action, tasks such as:
suspending a student’s coursework for inactivity, post a student grade in
Infinite Campus, or add a student to a new course. The work for an AE
classroom teacher is simply to keep students on task and productive.
AE Progress Reports
5. Resources Criterion
The human, material, physical, and financial resources are sufficient and utilized effectively and
appropriately in accordance with the legal intent of the program(s) and LCAP to support students in
accomplishing the schoolwide learner outcomes, academic standards, and college- and career-readiness
standards.
Online Programs: iNACOL Standard G: Financial and Material Resources: A quality
online program has adequate financial and material resources to accomplish the mission of the
organization. These resources are appropriately planned for and expended using sound business
practices. [iNACOL Standard G 2009]
Indicators with Prompts
Allocation Decisions and Their Impact
A5.1. Indicator: There is a relationship between the decisions about resource allocations, the district’s
LCAP and the Single Plan for Student Achievement (SPSA), the school’s vision, mission, the
schoolwide learner outcomes, critical student learning needs, academic standards, and college- and
career-readiness standards. The school leadership and staff are involved in the resource allocation
decisions.
A5.1. Prompt: Evaluate the extent to which the resources are allocated to meet the school’s vision,
mission, the schoolwide learner outcomes, the critical student learning needs, the student needs
identified in the district LCAP and the SPSA, the academic standards, and the college- and career-
readiness standards. Determine the extent to which leadership and staff are involved in the resource
allocation decisions. What impact has the process for the allocation of resources made on student
learning?
Findings Supporting Evidence
Rosemont High School evaluates our resource needs comprehensively
and addresses those needs based upon the mission, vision, SLOs, SPSA,
and district LCAP. There are numerous funding sources with variable
categorical requirements to serve all of the departments, programs,
student organizations, etc. Advisory committees like School Site Council
LCAP
School Budget
Linked Learning Budgets
Linked Learning P.O.
Requests
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and ELAC are used to review student needs and funding guidelines to
make recommendations for appropriate spending.
● Academies look toward short and long range goals to request
spending from district sources within the assigned budgets.
Student organizations fundraise appropriately to reach defined
goals.
● Parent assistance groups, such as PTSA and Boosters also
contribute appropriately.
● Decisions on spending are requested through proper channels and
transfer through checks and balances to ensure proper funds are
appropriately used, governed by guidelines from LCAP and
SPSA.
● Much of the allocation of categorical funds are decisions made at
the State and district levels.
● Teachers are encouraged to attend SSC to weigh in on the school
budget; however, few will do so unless there is a question
regarding funding that cannot be satisfied by the administration on
the school site controller.
Linked Learning Meeting
Agendas
Practices
A5.2. Indicator: There are district processes and practices in place for developing an annual budget,
conducting an annual audit, and at all times conducting quality business and accounting practices.
A5.2. Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices
for developing an annual budget, conducting an annual audit, and at all times conducting quality
business and accounting practices, including protections against mishandling of institutional funds.
(Note: Some of this may be more district-based than school-based.)
Findings Supporting Evidence
Rosemont High School operates budget decisions under the framework of
the district accounting system. Each categorical area is issued a budget
number, and funds are allocated to this number according to needs,
numbers of departments/programs served, and program costs.
● All accounts are tracked on an encumbered/unencumbered basis,
and site and district staff monitors each account according to
area/type.
● Account numbers and spending limits are assigned to departments
and programs.
● Requisitions are used to request any spending through Purchase
Orders.
● Equipment, supplies, transportation, substitutes, and other
categorical needs, are assigned numeric codes within the budget
number. Requests are used to generate Purchase Orders to spend.
After spending, receipts and invoices are submitted for payment to
the school site controller or district budget department to approve
School Budget
District Budget Allocations
for Special Programs
Requisitions / Purchase
Orders
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spending as a checks and balance system.
Facilities
A5.3. Indicator: The school’s facilities are adequate to meet the students’ learning needs, support the
educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes) and are
safe, functional, and well-maintained.
A5.3. Prompt: Determine the extent to which the facilities enable the school to maintain a learning
environment to meet the educational health and safety needs of students.
Findings Supporting Evidence
Rosemont High School was built in 2003, it is the newest comprehensive
high school in SCUSD it very easily meets the student needs as a
learning environment to meet the educational health and safety needs of
students.
Annual F.I.T. Report
Instructional Materials and Equipment
A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional
materials and equipment, such as textbooks, other printed materials, audio-visual, support technology,
manipulatives, and laboratory materials are effective.
A5.4. Prompt: Evaluate the effectiveness of the policies and procedures for acquiring and maintaining
adequate instructional materials and equipment, such as technology tools and software, the support
systems for technology, software, textbooks, other printed materials, library media resources,
manipulatives, and laboratory materials for instruction including online.
Findings Supporting Evidence
The process for acquiring supplies at Rosemont typically starts the
controller. Teachers who need day to day classroom supplies can request
them from the supply room. If the request from a teacher is over $50
then that request is forwarded to the administration. If it is a request for
technology or software, the request goes to an Assistant Principal, if it is
over the threshold and is not related to technology the requests goes to
the Principal. If approved, the Principal determines the best categorical
funds in which to use for the request (LCAP, EL, Title I).
If the request is for textbooks or other resources, the request typically
starts with the administration who determine whether the purchase is a
school site purchase or a request from the district.
● If district funds are to be used to purchase new textbooks, the
administration contacts the Assistant Superintendent of
Curriculum at the district level, who then approves the
requisition and begins the purchase process or denies the
purchase.
Supply Request Logs
Requests for Purchases
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● Occasionally a department will make a request for items and the
Principal and the controller will determine if there is an
appropriate funding source.
● Rosemont has been slowly working on providing each math
teacher with a class set of graphing calculators. There are several
classes to go. However, the math department has worked on a
plan for sharing the calculators when possible.
While technology in the classroom has been a challenge at Rosemont,
the school is working towards increasing the student:computer ratio. The
district adopted new curriculum for the high schools, which is very
technology intensive, and they have required the department to give
quarterly benchmark assessments. This unfunded mandate made it
difficult for all of the departments to use the technology equitably, but
administration funded the purchase of four Chromebook carts for
English, which was unanimously approved by School Site Council.
Computer Carts
SCC Minutes
Well-Qualified Staff
A5.5. Indicator: Resources are available and used to enable the hiring, nurturing, and ongoing
professional development of a well-qualified staff for all programs, supporting the school’s vision,
mission, schoolwide learner outcomes, and identified student learning needs.
A5.5. Prompt: Determine if the resources are available and used to enable the hiring, nurturing and
ongoing professional development of a well-qualified staff for all programs, supporting the school’s
vision, mission, schoolwide learner outcomes, and identified student learning needs.
Findings Supporting Evidence
Resources are available to staff to conduct professional development, as
well as to continue that work throughout the school year and summer;
those efforts are aligned to the school’s vision, mission, schoolwide
learner outcomes, and identified student learning needs.
● All departments have professional development opportunities in
the form of release days throughout the school year and over the
summer to gain a deeper understanding of their curriculum.
● English and mathematics will have more work sessions
sponsored by the Academic Office to continue the conversation
around the students’ results, how to interpret them and what
instructional moves may address any deficits.
CTE instructors will meet at least quarterly at the district office in their
advisory to determine their needs as a whole group as well as individual
school sites.
Rosemont High School has resources to continue the professional
development centered on “Academic Discussions” from district experts.
Plans were made to have district personnel conduct training on the latest
Budgets
Release Day Agendas
Meeting Notes
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iteration of Google Classroom; however, the district personnel prepared
to conduct that training has moved to a different position and the position
remains vacant. If that continues several of our staff have offered to
conduct that training.
Long-Range Planning
A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local
Control Accountability Plan (LCAP) with site resource decisions ensures the continual availability and
coordination of appropriate funds to support students’ achievement of the schoolwide learner outcomes,
critical student learning needs, academic standards, college- and career-readiness indicators and
standards, and schoolwide learner outcomes.
A5.6. Prompt: Evaluate the effectiveness of these processes.
Findings Supporting Evidence
The Principal, ELAC and SSC discuss and approve major expenditures in
alignment with LCAP, especially as they relate to supporting students’
achievement of the schoolwide learner outcomes, critical student learning
needs, academic standards, college- and career-readiness indicators and
standards, and schoolwide learner outcomes.
LCAP
Agendas and minutes of
school site council meeting
Agenda and minutes of
ELAC meetings
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ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and
Resources:
Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category A are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified critical learner needs (Task 2, Chapter II).
Summary (including comments about the preliminary identified critical learner needs)
Rosemont High School is working actively to communicate the school vision and purpose with students,
parents, and the community. The administration regularly communicates to the stakeholder groups
through the website, email, and the Infinite Campus Messenger System. There are also opportunities to
communicate in after school meetings. The challenge Rosemont High School experiences is the lack of
parental involvement; ELAC, school site council, and Boosters all face the challenge of attracting and
retaining parent or community volunteers to share in the decision-making process. Communication from
administration to the teachers occurs through the Principal’s Weekly Bulletin, and the weekly messenger
is delivered to families via the student information system. These messages, as well as the daily student
announcements, are posted on the school website. Rosemont High School’s Mission statement is to
“Offer rigorous, relevant instruction for a world in need of critical thinkers.” The vision states,
“Rosemont students thrive in a rigorous, structured, and supportive environment through which
graduates are prepared to meet the demands of college and career. Regardless of the paths they choose,
Rosemont graduates are lifelong learners who give back to their communities.” This message is one that
is vital to the growth of the school and the work within the academies; communicating this vision is an
important to Rosemont and its community.
Prioritize the strengths and areas for growth for Category A.
Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and
Resources: Areas of Strength
● ECD has incorporated a large number of industry partners, and LEAD has created a strong
community service component, both of which connect our school and our students with the
community.
● There are many opportunities for families and community members to be involved.
● Credit recovery programs have enabled many students to get back on track for graduation and
assisted with the increase in the graduation rate.
● Pathway leadership and administration are in close communication and understand the collective
goals; advisory in the pathways has been an important source for designing the current
curriculum and building the key infrastructure.
● Teachers are working toward administering common department and district assessments, but
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also regularly utilize individual formative assessments.
● The re-creation of the Liaison committee is a plus for improving communication and airing of
issues.
● The number of whole staff meetings has decreased over the years, which has enabled teachers to
plan more effective instruction and develop common assessments.
● More information, such as weekly bulletins and student handbook, is shared with parents and the
community on the school website.
● Rosemont High School was built in 2003. It is the newest comprehensive high school in SCUSD.
It very easily meets the student needs as a learning environment to meet the educational health
and safety needs of students.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and
Resources: Areas of Growth
● RHS Culinary is a relatively new, but promising program that Rosemont offers; however, the
program features a three year sequence, yet only one culinary teacher. This program can be
expanded upon with more staffing.
● The fourth pathway, Arts, Media, and Entertainment (AME), will be key to attracting more
students to the site and providing more opportunities for our current population.
● Both ECD and Rosemont Culinary need to strive to develop rigorous and engaging cross-
curricular projects at all grade levels; more opportunity for collaboration could assist with this.
● Communication from the Principal is robust; however, not all staff members read the staff
Weekly Bulletin or consult the website for information regarding campus events.
● The greater school community (parents, business, and the community) had limited involvement
in the development or refinement of the vision, mission, and schoolwide learner outcomes, and
there is a need to include more stakeholders in that process in the future.
● All stakeholders need a stronger understanding the ESLOs, Vision, and Mission statements.
● While a plethora of opportunities for parent engagement exist, Rosemont is struggling with
maintaining regular parent involvement.
● Additional professional development could improve teacher use of the Infinite Campus program,
especially as additional areas in the program are opened/added.
● Vacant positions have not always been filled quickly, which has resulted in classes being taught
by substitutes who do not have content knowledge or pedagogical training.
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Category B: Standards-based Student Learning: Curriculum
B1. Rigorous and Relevant Standards-Based Curriculum Criterion
All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports
the achievement of the schoolwide learner outcomes, academic standards, and college- and career-
readiness standards in order to meet graduation requirements. Through standards-based learning (what is
taught and how it is taught), these are accomplished.
Online Programs: iNACOL Standard J: Curriculum and Course Design: A quality online program
will have a well thought-out approach to its curriculum and course design whether it develops its own
courses and/or licenses curriculum from other educational providers. [iNACOL Standard J, 2009]
Indicators with Prompts
Current Educational Research and Thinking
B1.1. Indicator: The school uses current educational research related to maintain a viable, meaningful
instructional program that prepares students for college, career, and life.
B1.1. Prompt: Evaluate how effective the school uses current educational research related to the
curricular areas to maintain a viable, meaningful instructional program for students.
Findings Supporting Evidence
Rosemont High School teachers meet every Thursday after school for an
hour for collaboration regarding student growth. Based on research that
highlights the efficacy of small collaborative groups, CT shifted toward
primary teams for collaboration, where teachers work on common
assessments, review student achievement, and share best practices
around student engagement and instruction
Rosemont High School ninth graders participated in a series of Social
Emotional lessons taught throughout the year in their social science
classes. There is an emphasis on Growth Mindset, Self-Management,
Self-Awareness, Responsible Decision-Making, Social Awareness, and
Relationship Skills.
A cohort of Rosemont teachers participated in a series of Professional
Learning Community trainings in the fall of 2017 and the spring of 2018.
Based on the learnings from these trainings, they are leading the work in
course-alike teams to engage in the cycle of continuous improvement.
They are working collaboratively to identify expected student outcomes
for each course, plan instruction, develop common assessments and
create SMART goals to drive instruction.
Academic Discourse is being emphasized and utilized in all content areas
as a strategy to develop student understanding of the content, critical
thinking skills, and oral communication.
CT Template
Data from Trainings
Master Schedule
Lesson Plans
CT Agenda/Minutes
Template
Training PPTs
Classroom Observations
Weekly Staff Bulletin
Classroom Observations
Assessment Data
Master Schedule
Teacher Lesson Plans
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Teachers received two trainings from the district’s EL coordinator on
strategies to support students who are classified EL in the general
education classroom. While meeting the needs of all of our newcomer
EL students remains a struggle, Rosemont saw large gains with this
population of students on state assessments in recent years. Currently,
newcomer students are in one period of EL support in place of college
prep English as recommended by SCUSD.
Rosemont High School has implemented an Inclusive Practice approach
to support many of our students with special needs. Currently there are
two sections of co-taught English 9, 10 and 11; additionally there are two
sections of math 1 and math 2 and 4 sections of co-taught Physical
Science. The co-teaching structure provides students with mild to
moderate disabilities the opportunity to access rigorous content with
extra supports to ensure success.
Rosemont has one section of men’s leadership and one section of
women’s leadership designed to mentor students potentially at risk,
giving them support and leadership that will help them they navigate
academic and personal challenges
Rosemont High School’s English department has recently attended
multiple trainings on the newly adopted English Curriculum, which is
based on the CCSS. These trainings inform teachers of good teaching
practices and effective delivery of content including differentiation
resources for students below grade level.
Rosemont High School’s Academies and teachers are involved in
professional development hosted by the Linked Learning/College and
Career Readiness department at the district office. The professional
development spans from curriculum design, pacing, effective
instructional practices as well as connecting school academies to industry
leaders for a viable, meaningful instructional program for students. The
research, that a Linked Learning Approach is effective, is evident. In a
SRI Education study from October 2017, the researchers found that the
Linked Learning Approach increased the likeliness of students
completing high school than their peers, Linked Learning students were
more likely to enter college than their traditional high school peers and
they were more likely to persist through their second year of college.
Following a Linked Learning approach, according to the “What Works
Clearinghouse” is a method for preventing dropouts.
New teachers at Rosemont participate in a two year induction program
where they receive one-on-one mentoring from a veteran teacher.
New Teachers/ Mentors
Agenda
Meeting Notes
(http://www.linkedlearning.
org/en/about/linked-
learning-in-
california/evidence-of-
effectiveness/)
Induction Programs
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Rosemont High School applied for and was awarded the Gear Up Grant.
The Gear Up Grant will support the work of our math team, in
partnership with the math team from Albert Einstein Middle School to
engage in the process of improving outcomes for students through
professional development for teachers, instructional coaching, support
for intensive data analysis and inquiry and informational materials to
assist teachers, counselors, and administrators to create a college- going
culture.
Meetings Gear-Up
Information
Assessment Data
Site Implementation Plan
Gear-Up Data
B1.2. Indicator: The school has defined academic standards and college- and career-readiness
indicators or standards for each subject area, course, and/or program that meet or exceed graduation
requirements.
B1.2. Prompt: Determine the extent to which there are defined academic standards and college- and
career-readiness standards for each subject area, course, and/or program that meet state or
national/international standards and, where applicable, expectations within courses that meet the UC
“A-G” requirements. (This includes examination of the annual submission of course syllabus approval
to UC for all AP courses. Verify that the facility requirements for "wet labs" are met for all lab science
courses.)
Findings Supporting Evidence
It is SCUSD Policy that all instructional materials align with state content
standards. All core courses (Math, English, and History) are aligned to
the CCSS and utilize standards-based textbooks, and Science is in the
process of aligning to the new NGSS. All other courses adhere to their
given standards as well.
● Non-core/elective courses use national standards and California
Department of Education (CDE) Standards.
● Foreign language courses including Japanese, Spanish and French
use the National Standards for World Language.
● Geography and ethnic studies use the National Geographic
Standard and also the Common Core Standards for English
Language Arts and literacy in the history/social studies, science &
technical subjects.
● Courses like culinary, media production and construction design
follow the Career Technical Education Standards for the
California Department of Education (CDE).
● Music courses (band, orchestra, choir, guitar and piano) use the
CDE standards for Visual and Performing Arts.
● All AP courses submit syllabi annually through the AP Course
Audit to receive approval from College Board; only courses using
syllabi that meet or exceed the college level curricular and
resource requirements for each AP course are authorized. AP
courses are also aligned to meet all necessary A-G requirements.
Textbooks
Curriculum
Content Standards
Lesson Plans
AP Course Syllabi
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The Gear Up Grant will support the work of our math team, in
partnership with the math team from Albert Einstein Middle School to
engage in the process of improving outcomes for students through:
● Professional development for teachers
● Instructional coaching
● Support for intensive data analysis and inquiry informational
materials to assist teachers, counselors, and administrators to
create a college- going culture
● Work with the principal and math teachers to development
activities with a cohort of peers Engage in a regional community
of practice
New as of January 2019, Rosemont will participate in Breakthrough
Success Program which supports freshman success in high school.
In the English Curriculum, each selection/writing assignment has the
corresponding standard listed so that it is clear what standard is being
addressed. Additionally, there are pacing guides within departments to
ensure that all the standards are being taught. In these guides, the
curriculum and corresponding standards are mapped out for the year.
Any supplemental material that teachers use is also standards-aligned.
The science department works to provide opportunities for deep critical
thinking skills in a tangible way through lab portion of the curriculum in
our classes. The science department teams collaborate to create formative
assessments to determine whether or not students are meeting learning
objectives. Discussions of best practices are encouraged and are
becoming more prevalent. In addition, discussions continue be held on
how to best assist struggling learners as well as how to provide
additional real-world learning opportunities
Academy trainings/collaboration time focus on the development of
relevant, congruent, applicable, and rigorous curriculum. Educational
research has also shown that students who are involved in smaller
programs within a large comprehensive school feel more connected, and
oftentimes, they perform better in school. Using this research as a
foundation, Rosemont has designed the ECD, Culinary, and LEAD
academies to lead students not only through high school, but also into
college/career readiness.
All students in SCUD must complete and pass a senior project as a
graduation requirement; requirements for the senior project are
standards-based. Rosemont seniors regularly excel with these projects
and often complete more than what is required by the district.
Gear-Up Information
Meeting Agendas
Breakthrough materials
Meeting agendas
My Perspectives
Curriculum
Supplementals
Curriculum
Lesson Plans
CT Minutes
Pathway Curriculum
CT Agendas
Senior Project Sample PPTs
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B1.2. Additional Online Instruction Prompts: Evaluate the extent to which the online
curriculum/courses consistently meet state academic standards. Determine if there is effective
integration of outsourced curriculum into the program.
Findings Supporting Evidence
Online courses for credit recovery through Accelerate
Education are aligned with state standards and are board approved. The
curriculum is designed by AE and uses some outsourced curriculum,
such as websites and video clips.
Accelerated Academy
courses recognized on
transcripts
Congruence
B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic
standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
B1.3. Prompt: Evaluate the extent to which there is congruence or consistency between the actual
concepts and skills taught, the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes.
Findings Supporting Evidence
The shift towards a more student-centered classroom is more apparent
than ever before across campus. Students are regularly engaging in
academic discourse to become proficient communicators and tackling
challenging work that reflects the demands of the standards. It is through
these discoveries in this recent WASC cycle that Rosemont was able to
determine the new ESLOs.
Rosemont High School saw rising test scores in state assessments in the
2016-2017 school year. Unfortunately we saw a drop in the scores the
following year. Rosemont High School recognizes a need for common,
formative assessments to monitor and remediate student achievement
and therefore the focus of CT has been creating common assessments
and using data to inform instruction. These assessments are aligned with
the Common Core State Standards. This is still a work in progress and
several primary teams are still in the beginning stages, while other teams
are further along.
Our science department has created a common rubric for assessing
students outcomes when conducting lab experiments. The have agreed
upon desired student outcomes and are collaborating on approaches.
Walk-thru Observations
ESLOs
CT Agendas/Minutes
CT Agendas/Minutes
Science Rubric
Integration Among Disciplines
B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at
the school and where applicable, integration of outsourced curriculum into the program so that curricular
integrity, reliability, and security are maintained.
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B1.4. Prompt: Evaluate to what extent is there integration among disciplines and where applicable,
integration of outsourced curriculum into the program so that curricular integrity, reliability, and
security are maintained.
Findings Supporting Evidence
Rosemont High Schools English department has a partnership with the
English department at Sacramento City College. Our ERWC course is a
developed by CSUS to ensure students are receiving instruction that will
prepare them for success in college courses, without the need for
remediation. Rosemont and Sacramento City College Teachers meet
several times a year and collaborate, norm student work, and discuss
instructional strategies to support desired student outcomes.
In order to teach students the elements of a strong body
paragraph/argument, Rosemont’s English department uses TBEAR,
which is an acronym for Topic, Background, Evidence, Analysis, and
Restatement. The social science department has committed to working, at
all levels, with their students to develop a deeper understanding of what
analysis really is when it comes to reading and responding to text. This
department wide work is in support of the TBEAR work that the English
department is continuing. Currently, social science teachers are
presenting primary source documents to their students, presenting the
main idea or thesis and leading the students through the evidence finding
process. After the evidence is determined, they are working, very
methodically through the analysis process.
Each of the pathways-LEAD, ECD and RHS Culinary- integrate their
curriculum across disciplines at all grade levels.
● LEAD, which is humanities based, coordinates curriculum and
projects between the English and social science teacher.
Additionally, the 10th grade Advanced English teacher works
closely with the AP world history teacher to help students with
the writing demands of the AP exam.
● ECD and RHS Culinary are Linked Learning pathways and are
required to integrate curriculum across disciplines in integrated
projects amongst the cohorted classes. Because both of these
academies recently underwent significant redesign, those projects
are in process.
ERWC Curriculum
Common Assessments for
English 12
Agendas from SCC
meetings
TBEAR Posters
TBEAR Samples
TBEAR Rubric
Pathway Schedules
Pathway Project Samples
Articulation and Follow-up Studies
B1.5. Indicator: The school articulates regularly with feeder schools, local colleges and universities,
and technical schools. The school uses follow-up studies of graduates and others to learn about the
effectiveness of the curricular program.
B1.5. Prompt: Determine the extent to which the school articulates curricular programs and
expectations with its feeder schools, local colleges and universities, and technical schools. Explain how
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the school uses follow-up studies of graduates and others to learn about the effectiveness of the
curricular program.
Findings Supporting Evidence
Rosemont regularly reaches out to middle schools in the district to
advertise all that the school offers. In the fall of every year, students from
our two main feeder schools visit Rosemont during the school day to tour
the campus, learn about each of the pathways and programs, discover the
sports, music, and clubs, and to walk through some classrooms.
Parent Information Nights are held throughout the first semester to
provide parents of students at our feeder schools (as well as other
schools) with multiple opportunities to learn about Rosemont High
School. While these meetings are extremely informative and beneficial,
attendance is not usually very high, which is something that Rosemont
recognizes must be addressed.
In the past two years, SCUSD has offered “Choose Your Future” events,
through which all of the students at the district’s middle schools have the
opportunity to see all of their high school choices as well as the specific
programs at each of the schools. Although this is a positive move toward
a way to inform middle school students about their opportunities, there
has not been much consistency in how the district offers these events, and
they also control how much high schools can present to middle schools.
Though it is not a formalized process, Rosemont students are likely to
receive admission to Sacramento State and UC Davis as long as the
proper requirements are met because of their residency near the
campuses.
ECD receives support from local colleges and universities; however,
those relationships have yet to be formalized with articulation
agreements, dual credit, or preferential admission.
RHS Culinary has an agreement with Los Rios Community Colleges to
provide students with college credit for taking our Capstone Culinary
course.
Rosemont counselors and administrators visit feeder schools each winter
to meet students, advise them about course offerings, and help them fill
out course selection sheets for 9th grade.
Our special education department and/or the department leads meet
several times throughout the year with the special education department
from the feeder elementary schools to discuss appropriate placement for
incoming 9th graders. They also discuss individual student strengths and
areas of need.
Agenda notes
Calendars
Meeting Agendas
PPTs
Brochures
Choose Your Future Info
Brochures
Acceptance rates
Counselor Notes
MOU
Visitation schedules
Meeting Notes/articulation
information
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Rosemont High School offers Honors Geology, which is a concurrent
enrollment course aligned with Los Rios through which students earn
college credit.
Yearly, Rosemont offers College Day, through which students have the
opportunity to attend several workshops put on by various colleges and
our counselors. They learn about the application process, fill out their
FAFSA applications, and hear about opportunities provided by
neighboring colleges.
SCUSD hosts a College Fair each year in the fall at one of the high
school campuses on a rotating basis. Rosemont hosted the fair three years
ago, but regardless of where it is held, students have the opportunity to
attend and learn more about college programs.
Our counselors work with UCs (Merced and Irvine) and CSUs as well as
the local community colleges to provide workshops for all junior and all
seniors and their parents regarding. These workshops take place in
English classes so all students have access, and there are parent nights
held in the evenings throughout the school year. The purpose is to
provide information and support around admissions, programs offered,
college readiness and placement.
Cal-SOAP provides workshops for juniors and seniors around A-G
requirements, testing, steps to college, as well as intensive FAFSA and
financial aid information.
Through the use of the newly acquired College Readiness Grant funds
offered by SCUSD, all sophomores have the opportunity to participate in
college visits. In 2017-18, counselors helped to organize trips to colleges
such as UC Merced, Chico State, UC Berkeley, UC Davis, and
Sacramento State, and similar trips will be offered later in the 2018-2019
school year.
While Rosemont has not had a formalized process in the past in regard to
tracking students post-graduation, with the new PATAI system, the tools
will exist to do so.
Course Syllabus
MOU
College Day Information
Workshop Lists
SCUSD College Fairs
Workshop Information
Agendas
Information Packets
Field Trip Schedules
Pictures
Application Data
PATAI
B2. Access to Curriculum Criterion
All students have equal access to the school’s entire program and are provided assistance with a personal
learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic,
personal, and career goals.
Online Programs: iNACOL Standard H: Equity and Access: A quality online program’s policies
and practice support students’ ability to access the program. Accommodations are available to meet a
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variety of student needs. [iNACOL Standard H, 2009]
Indicators with Prompts
Variety of Programs — Full Range of Choices
B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of realistic
college and career and/or other educational options. The school provides for career exploration,
preparation for postsecondary education, and pre-technical training for all students.
B2.1. Prompt: Evaluate the effectiveness of the processes to allow all students to make appropriate
choices and pursue a full range of realistic college and career and/or other educational options. Discuss
how the school ensures effective opportunities for career exploration, preparation for postsecondary
education, and pre-technical training for all students.
Findings Supporting Evidence
Pathways offer students the opportunity to explore a wide range of
career options within a specific industry theme; all incoming students
engage in presentations about the three pathways as well as all of the
course offerings available to them.
● ECD provides students with the opportunity to be involved in
hands on learning in engineering, construction and design. The
ECD academy starts with a 9th
grade course called Foundations
of Residential and Commercial Construction.
● Rosemont Culinary has an articulation agreement with American
River College. Students who complete the advanced section of
the program with an “A” or “B”, may receive college credit for
HM100, Calculations in the Foodservice Industry at ARC. The
Culinary program has also partnered with SCUSD Nutrition. Six
students from the culinary course were hired to work during
lunch service; this partnership allows students to gain experience
and build their resume.
● LEAD is designed to meet the needs of the school’s highest
achieving students. With a commitment to both the classroom
and the community, students in LEAD challenge themselves with
the most rigorous classes that Rosemont offers while completing
mandatory community service each semester. Through this
combination, students gain crucial critical thinking, writing, and
people skills that enable them to be the most competitive in their
college applications. AP, Honors and Advanced courses provide
students the opportunity to participate in high level, rigorous
coursework designed to prepare them for college.
All students have the opportunity to enroll in Rosemont’s CTE (Career
Technical Education) courses. Current enrollment in these classes
includes a wide range of students, from students with IEPs and 504s, EL
students, to high achieving honors students. The three CTE courses,
Pathway Nights
Brochures
Enrollment Data
Course Selection Sheets
Enrollment Data
Course Selection Sheets
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culinary arts, digital imaging, and masonry, focus on specific careers but
place emphasis on a full range of basic skills required for entering the
workforce. Generally, 11th
and 12th
graders may participate in the
advanced sections of these courses.
Rosemont provides the opportunity for every student in grades 9-11
(students with special needs included) to take the PSAT exam free of
charge in the fall in order to prepare for the SAT and to have
opportunities for academic scholarships. All 11th grade students take
the SAT in the spring free of charge as well.
Every student enrolled in an AP course is automatically registered for
the corresponding AP exam and the district covers the cost; successful
passing of these exams earn the college credit, which helps students
toward their college goals.
Counselors go into social science or English classes and give College
Career Guidance Instruction lessons to expose students to potential
careers and vocational programs and what educational steps need to be
taken to get there. They have access to college research, college and
financial aid catalogs and brochures, and resources designed to help
students with personal statements, resumes, and interviews.
Post-high school options are presented to students throughout the course
of their high school experience. Counselors are available to meet with
parents and regularly communicate with them via phone and email about
their child’s academic performance and progress towards their individual
learning plan and graduation requirements.
Rosemont counselors review transcripts regularly to ensure on-track
graduation status, present in classes about graduation requirements and
college requirements, and meet with students at least twice per year, or
with greater frequency if a student requires additional support or
guidance. Starting in the 10th
grade, counselors teach the students how to
read their transcripts so they can track their own progress.
The new adopted English myPerspectives curriculum is designed to
create gradual release of teacher facilitation in the classroom. By the end
of each unit, students should be independently demonstrating their
reading, writing, speaking, listening, and language skills.
Students with IEPs are given the opportunity to enroll in classes to
improve their skills with hands on skill development such as
Construction, Culinary 1 and 2, Gardening, Art 2 classes and Music.
PSAT/SAT Data
Schedules
AP Enrollment Data
SCUSD AP Bulletin
CCGI Data
Schedules
Counselor Logs
Counselor Logs
myPerspectives Outline
Enrollment Data
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Accessibility of All Students to Curriculum, including Real World Experiences
B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes real world applications is
accessible to all students through all courses/programs offered.
B2.2. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all
programs that includes real world applications. To what extent do the instructional practices of teachers
and other activities facilitate access and success for all students?
Findings Supporting Evidence
All coursework at Rosemont is designed with the intent of providing
multiple options for graduates, including 4-year universities, community
college, vocational schools, the workforce, and the military. Across
disciplines, there are high expectations for student achievement.
With SCUSD’s goal of providing students with the most options
possible upon graduation, the shift toward making more students A-G
eligible began in earnest in 2017-2018. Although the culture of all
students being eligible and prepared for college will take time to
implement, Rosemont saw an increase of 6.1% in A-G eligibility.
Rosemont Culinary, ECD, and LEAD Pathways provide students with
the academic and technical skills necessary for success in post-high
school work.
● In RHS Culinary, the cohorted classes have developed courses of
study that relate to the real world such as the 10th
grade focus on
discovering a wide range of issues involving water.
● ECD provides students with hands-on skills, critical thinking
opportunities, and a connection to the real world by teaching
skills that will help students in whatever post-secondary avenue
they choose.
● LEAD not only provides students with the academic skills
necessary for success, but it also teaches students the value of
civic responsibility and community service through its
requirements.
With the shift toward the inclusion model, more students have access to
college preparatory classes while still receiving the necessary supports
their IEPs and 504s require.
The majority of EL students at Rosemont have been redesignated and
are enrolled in classes that support both graduation requirements and
post-high school plans; however, while many higher-level EL students
have been redesignated, more support needs to be in place for newcomer
students who have just arrived and speak little to no English.
Special Needs students are provided with transition plans and services,
which include employment skills, daily living, community based
instruction (CBI), and independent living skills. Students have access to
Syllabi
Curriculum
Lesson Plans
ESLOs
A-G Data
SCUSD Mission
Pathway Curriculum
Enrollment Data
Master Schedule
RFEP Data
Master Schedule
Assessment Results
Workability Data
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services including workability and Department of Rehabilitation to
support them with finding job opportunities both during and after their
high school careers.
Senior projects prepare students by offering real-life experience by
exploring different areas students may be interested in for careers.
Teachers mentor and advise students on their senior projects, and
English teachers, in particular, work with seniors on senior project
research papers.
Sample PPTs/Proposals
B2.2. Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have
access to courses that meet the UC “A-G” requirements, including lab courses.
Findings Supporting Evidence
Students at Rosemont High School have access to Accelerate Education,
an online credit recovery program that is aligned to state content
standards and are A-G approved. However, Rosemont cannot currently
remediate students who have failed science lab classes as there is no lab
component to the online instruction course. Students can take online
credit recovery courses before school, after school and during 3rd and
4th period during the regular school day.
AE Curriculum
Schedules
Student-Parent-Staff Collaboration
B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s
personal learning plan and their college and career and/or other educational goals. (This includes the
evaluation of whether online instruction matches the student’s learning style.)
B2.3. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing,
monitoring, and revising a student’s personal learning plan and their college and career and/or other
educational goals.
Findings Supporting Evidence
Rosemont counselors meet a minimum of two times per year with each
student in one-on-one basis to examine transcripts, discuss future goals,
and create a plan to get there. Additionally, counselors visit classrooms to
present CCGI lessons, which engage students in actively planning their
future goals.
Incoming 9th grade students have multiple opportunities during their 8th
grade year to attend district-sponsored High School Fairs, Information
Nights, and Visitation Days; parents are also invited to all of these events
so they are informed of all that Rosemont offers and can help their
students choose the path that is right for them.
Infinite Campus is the most widely used method by teachers for
communicating grades. Students and parents can both access students’
Counselor Logs
CCGI Data
Visitation Day Schedules
Info Night PPTs
Infinite Campus Data
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grades through their personal accounts. In addition, parents, counselors
and administrators use the tool to keep track of academic progress and
know when to intervene to help a struggling student as well as to stay
apprised of graduation progress.
Parents can also request that their student complete a weekly progress
report, which is provided through the counseling office, and many
athletic coaches use the progress reports as a method for ensuring that
their students stay eligible for sports.
All students and parents receive a Student/Parent Handbook at the
beginning of the school year that entails graduation requirements,
pathway choices, available electives, AP information, and multiple other
types of information that help students and their parents to stay on track.
Incoming 9th grade students attend freshman orientation prior to the
beginning of the school year where they receive information similar to
what they can find in the handbook, but they can also attend workshops
regarding how to be successful in high school, how to sign up for a
pathway, how to get involved in sports or clubs, and how to set goals for
their four years.
IEPs are based on students’ academic, social, and behavioral levels and
needs, as well as what is most appropriate for them to access the
curriculum. On an annual basis, parents, teachers, and the student come
together to discuss what is working, what is not, and the best practices
and environment for the student. Throughout the year, case managers
monitor and chart progress of individual students and ensure that students
with IEPs are placed in appropriate classes and working towards meeting
IEP goals. Every three years a Triennial IEP is held to reassess if the
student still qualifies for special education services.
Rosemont provides credit recovery courses online through Accelerated
Education. After school tutoring is offered in the library through the
ASSETs program by teachers. Rosemont teachers are also available for
tutoring hours before and/or after school.
Progress Reports
Student Handbook
Freshman Orientation PPT
IEP Data
Enrollment Data
Post High School Transitions
B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college,
career, and other postsecondary high school options and regularly evaluates their effectiveness.
B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to
college, career, and other postsecondary high school options.
Findings Supporting Evidence
In all English classes during 11th and 12th
grade, there are days dedicated
to Cal-SOAP where students receive information about college Cal-SOAP Information
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applications, set goals for their futures, and get hands-on experience
filling out FAFSA and preparing for college. Cal-SOAP meets with
students in both group and individual settings, and they also offer
multiple scholarships for seniors.
In conjunction with Cal-SOAP, Rosemont offers Cash-for-College every
fall so that students have the necessary help to complete FAFSA long
before the March due date.
After school SAT prep sessions for English are offered 3-4 times a year
for interested students. Students learn strategies to manage their time,
attack the questions, and write the essay in such a short time.
Rosemont has ongoing communication with, and strong ties to, local
community colleges and 4-year universities. Representatives from these
institutions come to discuss required high school courses and other
college entrance requirements.
Counselor-led CCGI lessons help students throughout their four years to
determine their interests, research careers, set goals for future plans, and
schedule steps to fulfill their goals.
Rosemont Culinary, ECD, and LEAD all help students with the transition
to their post-secondary plans. Through ECD and Culinary, students
acquire job skills that have them ready to work entry-level positions upon
graduation, and LEAD prepares students to enter 4-year universities by
teaching them to balance difficult classes, community service
requirements, and other responsibilities.
Rosemont’s newly designed ESLOs were created with graduates’ futures
in mind. The school provides students with the ability to contribute to the
world around them in whatever way they most desire, and the foundation
they are given in all of their classes prepares them.
Cash-for-College
Information
SAT Prep PPTs
Sign-Ins
Los Rios Information
CCGI Data
Pathway Information
ESLOs
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ACS WASC Category B. Standards-based Student Learning: Curriculum
Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category B are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified critical learner needs (Task 2, Chapter II).
Summary (including comments about the preliminary identified critical learner needs)
While different departments are at various stages, Rosemont staff has taken steps towards creating
common assessments within primary teams, and RHS teachers recognize that this is still an area for
growth. Engaging in the cycle of continuous improvement, teachers recognize the necessary move
towards data analysis and the use of the data to align and inform instruction. This will continue to be the
focus of the weekly CT meetings to ensure all students are successfully mastering the standards.
Counselors will continue to use the intervention tools to monitor A-G completion status and will work
with administration to provide appropriate interventions for students who are at risk for failure.
Rosemont will continue to develop the practice of Inclusion with the special education population giving
students with special needs the opportunity to receive the same instruction as the general education
population, thus making them A-G eligible. Rosemont will continue to offer a variety of pathways to
prepare students for college and career once they graduate.
Prioritize the strengths and areas for growth for Category B.
Category B: Standards-based Student Learning: Curriculum: Areas of Strength
● ASSETs provides multiple opportunities for students to partake in a variety of classes for
enrichment while also recovering credits.
● SDC department has developed benchmark assessments in mathematics and English to be used
across all subsections of SDC on a semesterly basis to track student progress and assist in
development of goals for IEPs.
● More information is being provided to students regarding post-secondary options through field
trips to universities, college signing days, FAFSA workshops, pathway networking with industry
partners, etc.
● The development of primary teams has allowed departments to collaborate and plan more
regularly.
● All core courses (math, English, and history) are aligned to the CCSS and utilize standards-
based textbooks, and science is in the process of aligning to the new NGSS. All other courses
adhere to their given standards as well.
● Co-taught classes give the opportunity to have efficient seat placement for high and low students
to help one another. Student data from assessments are being analyzed to help support struggling
students by use of scaffolded materials.
● Rosemont offers a variety of college preparations programs, workshops, and in-class
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presentations for juniors and seniors.
Category B: Standards-based Student Learning: Curriculum: Areas of Growth
● There is still a lack of participation from general education teachers in IEP and SST meetings;
regular scheduling and substitutes could assist with this problem.
● More professional development in a variety of areas (EL, Special Education, instructional
strategies) needs to be provided for teachers.
● While credit recovery programs have enabled students to get back on track for graduation, the
rigor and standards-alignment of the classes need to be examined and enforced.
● Common assessments that appropriately challenge students must be designed and supported by
teachers.
● There is a need for more effective disciplinary policies/intervention programs.
● More consistent and informed data analysis needs to be in place.
● Although the creation of primary teams has provided more collaboration for grade level teams,
more collaboration with teachers outside of that group could benefit teachers.
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Category C: Standards-based Student Learning: Instruction
C1. Challenging and Relevant Learning Experiences Criterion
To achieve the schoolwide learner outcomes, academic standards, and college- and career-readiness
standards, all students are involved in challenging and relevant learning experiences.
Indicators with Prompts
Results of Student Observations and Examining Work
C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by
observations of students working and the examination of student work.
C1.1. Prompt: Evaluate the degree to which all students are involved in challenging and relevant
learning to achieve the schoolwide learner outcomes, academic standards, and the college- and career-
readiness indicators or standards. Include how observing students working and examining student work
have informed this understanding.
Findings Supporting Evidence
Rosemont High School utilizes state and national standards to inform
curricular content and instructional activities. Teachers refer to these
standards regularly to develop lesson plans and inform students about
what they are learning and what they will be expected to know as a result
of the lesson.
Rosemont High School recognizes the need for all classes to prepare
students for college and career readiness, and teachers in all courses,
including electives and physical education, are working to incorporate
regular activities and assignments that require critical thinking, analysis,
and written expression.
Since 2017, Rosemont has shifted Common Planning Time (CT) to focus
on Primary Teams as opposed to full department meetings so that
teachers have a regular opportunity to collaborate and use student work to
inform instruction. Teachers are understanding the cycle of data
generated by student work in order to ascertain whether students are
meeting the standards, and then using those findings to plan future
lessons.
Training Specialists in English and Math work with teachers to align
instruction to SCUSD curriculum maps and assist with instructional
planning, including lesson study
The Leadership Team, as well as some grade level leaders from multiple
disciplines, worked extensively with academic consultant Mona
Toncheff, who helped guide teachers towards a more uniform, standards-
based collaborative CT based on analysis of student work, SMART
goals, and teaching strategies.
CCSS-based Lesson Plans
Discipline-specific
curriculum
Class Syllabi
Student Work
CT Agendas
Lesson Plans
Training Specialist
Calendar
Agendas from Release
Days
CT Model
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Rosemont students of all backgrounds are encouraged to join a pathway
where their college and/or career interests can be cultivated, and their
individual learning abilities and skills can grow through instruction by
highly qualified teachers in both core and elective classes. In a survey
administered in Fall of 2018, 89.3% of students reported that they are
aware of the different academies they have available to them at
Rosemont.
The ECD Pathway at Rosemont offers students the opportunity to engage
in hands-on learning in a variety of subjects that are tailored to both
college and career. Students can take Engineering, Construction, and
Design, along with Construction Technology and Advanced
Construction. Teachers in ECD meet regularly to discuss students’
abilities and needs, and use their data to inform their instruction and their
designing of curriculum. Linked Learning provides also provides regular
release time for teachers to collaborate.
The Culinary Pathway offers students the opportunity to learn culinary
skills that will prepare them for both the workforce and for life. Staff of
the Culinary pathway meet regularly to design lessons for Culinary,
Advanced Culinary, and Farm-to-Fork classes, and to determine what
skills students have acquired as well as those that they still need
assistance with to meet the standards of the class.
Teachers in the LEAD Program meet to discuss student progress in the
eight LEAD classes and collaborate across grade levels to build a
cohesive instructional program for students. Of the eight mandatory
LEAD classes, five of them are AP, and those teachers also meet to
discuss instructional strategies and practices. LEAD teachers also instruct
students in real-world community service experiences and help them
design yearly service project presentations based on the Speaking and
Listening standards from Common Core.
Beginning in the 2017-2018 school year, Rosemont High School
followed the district initiative to have as many students as possible
enrolled in A-G classes in order to align with the district initiative to
provide students with as many options as possible for their future goals;
challenging and relevant curriculum exists in all of these classes, which
are designed to provide students with the skills they need for their
futures.
In the last three years, Rosemont High School has moved towards a full
inclusion model with Special Education students (if recommended in
their IEP) and Long Term EL students. In these classes, students are
provided with a rigorous college prep education that enables them to
graduate with the highest number of options possible.
Pathway Enrollment
Master Schedule
Student Survey
Master Schedule
ECD Student Work
Course Syllabi
ECD Agendas
Linked Learning Agendas
Master Schedule
Course Syllabi
Gardens
Culinary Student Work
Culinary Agendas
Master Schedule
LEAD Data
Course Syllabi
LEAD Presentations
AP Exam Data
LEAD Student Work
Master Schedule
A-G Course List
Course Syllabi
Master Schedule
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As a part of the shift towards full inclusion, co-teaching has been a part
of Rosemont High School’s schedule since the 2015-2016 school year. In
some Math, English, and Science classes, Special Education teachers are
paired with content-specific teachers to instruct college prep classes.
These teachers meet regularly to assess their students and use co-teaching
strategies to re-teach necessary concepts, work one-on-one if needed, or
move all students forward.
All seniors at Rosemont complete a Senior Project in order to graduate,
which requires them to independently show mastery of writing, speaking,
listening, and presentation skills. Students write a research paper,
assemble a portfolio, complete a minimum of fifteen hours of challenging
project, and assemble a PPT presentation which is presented to a panel of
judges.
In 9th
—11th
grade English classes, teachers began implementing a new
curriculum in the 2018-2019 school year called My Perspectives. The
curriculum is fully CCSS aligned, and teachers are regularly
collaborating about successful instructional strategies, student successes,
teacher failures, and how all of these can help to ensure that students are
meeting the demands of the CCSS as evidences on common assessments.
In 12th
grade English classes, teachers are in the 3rd
year of ERWC
curriculum implementation. Successful completion of the ERWC class
for senior students allows them to enter college at a conditionally-ready
or ready status (dependent on the colleges), and ERWC teachers work not
only with each other, but also with ERWC teachers from multiple
districts to norm papers, grade common assessments, and set goals to
inform instruction.
Rosemont has entered into a 6-year partnership with GEAR UP, who will
support math achievement. Support providers will assist with teacher
training around effective instructional practice and will also provide
interventions for struggling students.
Teachers in Social Science are working in primary teams to create
common assessments and using that data to inform best teaching
practices and to link to the CCSS anchor standards.
Teachers are also working to shift to a more student-centered classroom
where writing is used more regularly as an assessment tool, and students
are regularly engaging in debates and discussions.
The World Language Department is using the American Council on the
Teaching of Foreign Language (ACTFL) standards for acquiring a
foreign language, where students are assessed through ‘can-do’
Master Schedule
Co-Teaching Planning
Agendas
Sample Senior Projects
My Perspectives
CT Agendas
Student Samples
ERWC Curriculum
ERWC Agendas
Student Work
Gear Up
Integrated Math
Curriculum
Student Work
Social Science Syllabi
Student Work
Classroom Observations
World Language
Curriculum
Assessments
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statements for each language. The goal is to have a list of ‘can-do’
statements each student is able to do at the end of every semester (ex:
students can explain their hobbies and what they like to do in their free
time, etc.). Student achievement will be measured through ACTFL
standards, and data will reflect the number of students at each proficiency
level, which will inform teachers as how to better support struggling
students while challenging high-achieving ones.
In Science classes, students are challenged with critical thinking on a
regular basis in their labs, assignments, and assessments. Teachers
regularly encourage students to learn through hands-on trial and error, as
that is when most scientific learning can occur.
In Physical Education classes, students are required to work with peers on
a regular basis, and many teachers require students to complete some type
of written assignment throughout the course of the semester.
In Visual and Performing Arts classes, students are required to use
complex critical thinking skills on a daily basis. Teachers in Digital
Media, Art, Ceramics, Guitar, Piano, Orchestra, and Band collaborate by
identifying effective instructional strategies that can be used in any
classroom and use those to design their lessons so that students can use
the skills in college/career.
More students than ever before are challenging themselves by taking AP
classes at Rosemont. Numbers of students taking the test have increased
dramatically as well, but administration and teachers recognize that more
work needs to be done to increase the percentage of students who are
passing the tests. In the Fall 2018 Student Survey, 31.7% of students
reported that they choose not to take the most challenging classes
available to them, which is an alarming increase of 8% from the previous
year, and the school need to work to understand why this is and what can
be done to encourage students to shift this mindset.
In the past three years, many staff members have actively moved towards
creating more student-centered classrooms in which students are
collaborating on a daily basis, discussing content with peers by using
Academic Discourse Language Frames, and relying on each other to
complete assignments and assessments. In a survey administered in Fall
2018, 88.2% of students said they are asked to use academic discourse on
a regular basis, which is an increase of 1.5% from the previous year; 85%
students also reported that collaborate with peers regularly, which is
approximately the same as the previous year’s results. While significant
growth has been made in this area, teachers recognize that they could use
more training on how to structure lessons in this way and how to
incorporate more standards-based accountability in this area.
ACTFL Standards
Science Curriculum
Student Work
PE Curriculum
Student Work
Visual and Performing
Arts Curriculum
Student Work
AP Enrollment
AP Exam Data
Student Survey
Course Agendas/Syllabi
Classroom Seating
Arrangements
Academic Discourse
Posters
Student Survey
Teacher Survey
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With adoption of Common Core and multiple shifts in educational
theory, many teachers are recognizing that multiple instructional
strategies should be incorporated on a regular basis into their classes. In
the both the 2017-18 survey and the 2018-19 survey, approximately 90%
of students reported that their teachers use a variety of instructional
strategies in their classes.
Multiple disciplines are regularly incorporating some form of Socratic
Seminars in their instruction, and teachers frequently invite their
colleagues to observe and give feedback in order to make this a
schoolwide instructional strategy. While some teachers are extremely
comfortable, others are reluctant to use this strategy and would like to
receive more training in doing it.
While writing has become more frequent in classes other than English,
more professional development needs to be provided for teachers who
aren’t as comfortable with assigning or grading writing. Teachers in all
disciplines recognize its importance but would like more assistance in
incorporating it more regularly into their classes so that everything from
simple writing responses to research papers could become a part of all
classes.
Counselors recognize the need for all students to be in rigorous,
challenging classes and counsel them regularly not only about their
current schedules, but also about their future plans and how the classes
that they are in can help them achieve their future college/career goals.
In a student survey administered in Fall 2018, 84.6% of students agreed
that their classes are challenging, coherent, and relevant, which is an
increase of 1.2% from last year; in that same survey, 77.9% of students
agreed both years that the homework they are given is challenging and
relevant. Rosemont staff recognizes that they need to address and work
to understand why 15.4% of students do not feel challenged .
As a result of our self-study, Rosemont stakeholders (staff, students,
parents) realized that our previous Expected Schoolwide Learner Results
were not only outdated, but they were also unknown to a majority of
people. Because of this finding, Rosemont has been able to create new
Expected Schoolwide Learner Outcomes based on the work that has
been done in preparation for WASC. Additionally, the mission and vision
for the school have been revamped, and it is the hope that all teachers and
students will begin to use the newly created ESLOs and Vision and
Mission Statements to guide what they do in the classroom and in the
world outside of Rosemont.
Student Survey
Seminar Rubrics
Seminar Reflections
Seminar Questions
Teacher Survey
Student Work
Teacher Survey
Counseling Logs
Student Course Selections
Student Survey
Teacher Survey
Student Survey
Teacher Survey
Mission/Vision Statements
ESLOs
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C1.1. Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing
guides for completing coursework for asynchronous online instruction.
Findings Supporting Evidence
Through the online credit recovery teachers, students are encouraged to
make adequate progress with a minimum of 3% per week, per the
district guidelines, to continue in the online credit recovery program.
Those that do not make adequate progress are first required to meet with
their counselor and phone conference with a parent. If the lack of effort
continues the student and parent are required to meet with the Assistant
Principal of Instruction and the student’s counselor to create a plan for
the student.
Counseling Logs
Parent Contact Logs
Student Understanding of Learning Expectations
C1.2. Indicator: The students understand the standards/expected performance levels for each area of
study.
C1.2. Prompt: Examine and evaluate the extent to which students understand the standards/expected
performance levels that they must achieve to demonstrate proficiency.
Findings Supporting Evidence
Teachers at Rosemont provide a syllabus or course expectation sheet to
all classes and review the academic and behavioral expectations,
materials required, subject matter to be covered throughout the course,
and grading policies. In many classes, students and parents sign the
syllabus to show understanding of the academic expectations of the
class.
In most classes, through both the curriculum and the teachers, students
are informed of standards-driven expectations and individual
performance levels in order for them to achieve academic standards and
work towards continued academic growth. For students with IEPs, these
goals are spelled out in more specific terms.
In most classes, teachers inform students of the standards that they are
going to meet for the day in either an informal way (agenda) or formal
way (posting of standards). However, while some students are able to
explain the task or assignment they are completing, they cannot
necessarily identify the learning goal or the standard that is being met.
Across curricular subjects teachers provide assignments with rubrics
expressing writing and concept expectations and sample projects and
various forms of modeling prior to having students begin a given task. In
many classes, students use the rubrics to grade the samples/models so
they have a deeper understanding of the standards and expectations of
the task.
Course Expectations and
Syllabi
Student Goal Activities
IEPs
Posting of Standards
Posting of Objectives
Agendas
Goal-setting activities
Rubrics
Models/samples of
assignments
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In some disciplines, teachers are using CT not only to examine student
work, but also to collaborative plan through Backwards Mapping. By
doing this, teachers are planning with the end result in mind, so they are
able to express to students the importance and role of daily activities in
connection to the end goal of the unit.
Students are given feedback in a timely manner to show them what
standards they have met and which ones they still need to improve upon.
In the Fall 2018 Student Survey, 75% of students reported that they
receive relevant feedback on what they have achieved and where they
can improve. While more than ¾ of students feel they receive relevant,
timely feedback, Rosemont needs to address the remaining 25% of
students who don’t feel as if they are receiving this type of information.
Nearly all teachers use Infinite Campus to communicate with students
and parents during the year; grades in Infinite Campus reflect the
student’s performance on standards-based assignments, assessments, etc.
Through Infinite Campus teachers update students on grades as well as
past, current, and upcoming assignments.
Students are also able to view their completed and pending graduation
requirements, attendance, and behavior records, all of which allows
families to be up-to-date on standards-based achievement and graduation
status. While Infinite Campus is an invaluable tool for students and their
families, 30.9% of students report that their parents do not know how to
access the system. Additionally, 19.7% of students report that they do
not access the system weekly, and 23.2% state that their teachers do not
update grades weekly.
Graduation requirements, A-G requirements and other expectations are
also communicated to parents and students in the student handbook. At
the beginning of the year, Rosemont provides a student handbook to
each student and portions of the handbook are reviewed in each class to
ensure student understanding. The handbook includes information on
academic and behavior expectations as well as all school rules, policies,
and procedures.
In most AP classes, teachers discuss the actual AP exam on a regular
basis so that students are aware of what they need to be able to do in
order to past the exam.
In Honors Geology, students are informed of the necessary requirements
and expectations for them to earn the potential dual credit through Los
Rios Community Colleges.
Unit Plans
Backwards Mapping
Feedback on student work
Student Survey
Infinite Campus Logs
Student Survey
Infinite Campus Logs
Student Handbook
Handbook Review Schedule
AP Classes
AP Prep Sessions
Honors Geology Curriculum
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Differentiation of Instruction
C1.3. Indicator: The school’s instructional staff members differentiate instruction, including integrating
multimedia and technology, and evaluate its impact on student learning.
C1.3. Prompt: Determine how effectively instructional staff members differentiate instruction, such as
integrating multimedia and technology, to address student needs. Evaluate the impact of this on student
learning.
Findings Supporting Evidence
To ensure that all students are involved in challenging learning
experiences, Rosemont teachers differentiate instruction to meet student
needs. Teachers are knowledgeable in basics of differentiated instruction
and how it ultimately strengthens the learning for all students. However,
while teachers know about the many forms, some have expressed a need
for more professional development with the shift to full-inclusion for
Special Education and Long-Term EL students.
Differentiation in delivery of information is practiced regularly at
Rosemont. Teachers use a variety of strategies to scaffold and adapt
instruction to meet the needs of students who vary in skill level, such as
guided reading for literature books, skills building sections of the social
science texts, and the Walch math support materials. Many teachers
across curriculum create their own guided reading handouts that scaffold
vocabulary development, reading comprehension and skill mastery.
Rosemont teachers also understand the importance of seating when it
comes to differentiating instruction for individual learning needs.
Preferential seating can mean placing a student near the board, in a less
distracting seat, and/or by a peer who can act as a peer tutor for
additional support.
During instruction, Rosemont teachers frequently check for student
understanding. This assists them in identifying students struggling with
accessing the curriculum or attaining mastery of a standard. Many
teachers also plan their lessons to break down lengthy instructions and
even formulate certain skills to differentiate instruction.
Many teachers also use altered assessments to determine mastery of
subject matter. In addition to adapting assessments to student needs as
stated in IEPs or 504s, teachers also allow students to pick a type of task
that they feel would highlight their strengths. For instance, in some
classes students are allowed to choose a specific type of assessment to
demonstrate their understanding of a particular topic. While students can
pick how to present information, they can also determine the pace at
which they can work best. Math teachers also identified the need to better
differentiate instruction through their causal system analysis.
Teacher Survey
IEPs
Lesson Plans
Lesson Plans
Student Work
Classroom Observation
Seating Charts
Seating Arrangements
IEPs
Lesson Plans
Classroom Observation
Assessments
Fishbone and Driver
Diagram (See Appendix K)
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Depending on student needs and abilities, many teachers provide extra
time on tests and assignments. General education teachers work closely
and cooperatively with the special education department in both co-
teaching and traditional settings to ensure that students’ needs are met.
Rosemont staff recognizes that differentiation not only applies to meeting
the needs of underperforming students but also to high achieving
students. Therefore, RHS not only offers support for struggling students
but also provides AP courses, Honors courses, and advanced project-
based learning in academies to high-achieving students.
Many teachers use Google Classroom and online curriculum support
programs to assign work to their students, communicate with them, and
to provide more opportunity for one-on-one feedback and differentiation.
To assist students who struggle with written expression, some teachers
offer differentiated assessment in the form of verbal expression such as
podcasts, oral self-evaluations, or recorded groups discussions, all of
which can be emailed to teachers.
Assessments
IEPs
504’s
Tutoring Schedules
Feedback on Assignments
Google Classroom
My Perspectives
Assessments
C2. Student Engagement Criterion
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.
Online Programs: iNACOL Standard K: Instruction: A quality online program takes a
comprehensive and integrated approach to ensuring excellent online teaching for its students. This
process begins with promising practices but is equally committed to continuous improvement and
adaptation to student learning needs through professional development. [iNACOL Standard K, 2009]
Indicators with Prompts
Current Knowledge
C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional
methodology, including the integrated use of multimedia and technology.
C2.1. Prompt: Evaluate the extent to which teachers effectively use a variety of strategies including
multimedia and other technology in the delivery of the curriculum.
Findings Supporting Evidence
Across disciplines, teachers use a variety of reading comprehension,
writing, and critical thinking strategies to engage and challenge students
as well as to enhance their access to curriculum. While some of these
strategies are more utilized in certain disciplines, there has been a
noticeable increase in all departments concerning discussion about “how”
teachers are delivering curriculum as opposed to simply what they are
Lesson Plans
Agendas
Student Work
Teacher Questionnaire/
Home Group Work
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delivering.
● SOAPSTONE
● Facts of Five
● Think/Pair/Share
● Annotation and Summary
● Jigsaw
● Socratic Seminar
● Direct Instruction
● Daily Warm-Ups
● Chunking/Scaffolding
● Graphic Organizers
● Parallel, Station, and Alternative Teaching in Co-Taught
Classrooms
● Entrance and Exit tickets
● Number-Sense activities
● Group Problem-Solving
● Memorization
● Choral Response
● Gallery Walks
● Peer and Self Evaluation
● Modeling
● Demonstration
● Collaborative Groups
Rosemont students note that their teachers use a variety of instruction
strategies to enable the students to access the curriculum; 88.4% of
student survey results stated that there is a variety of teacher strategies
used regularly in the classroom.
Schoolwide, the usage of Academic Discourse Language Frames as a
common instructional strategy in all classrooms has become more
common. Posters are in many classrooms, and students are encouraged to
use the frames in regular classroom discussion, group activities, and
Socratic Seminars. In the student survey, 86.7% of students reported that
they use academic discourse regularly.
AP teachers and some Advanced English teachers attend summer
institutes offered by the College Board in order to gain more knowledge
about current strategies and changes in curriculum.
Most English teachers attended professional development in the 2017-
2018 school year as well as during the summer of 2018 to gain more
knowledge about the new My Perspectives curriculum, including best
practices and strategies to engage students in the whole-group, small-
group, and individual instruction.
Student Survey Data
Academic Discourse
Sentences Frames
Classroom Posters
Student Survey Data
AP Training Documents
My Perspectives Training
Documents
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The administration needs to provide ongoing professional development
that results in a deeper understanding of how to effectively use curricular
materials and how to effectively teach critical thinking and literacy skills,
especially with students in these two subgroups. Staff also need
professional development in the use of technology to support deeper
learning of content in all classes.
12th
grade English teachers (ERWC) meet four times a year with staff at
Sacramento City College to collaborate, discuss best practices to teach
writing, and work with the most recent data about English instruction.
Rosemont High School teachers are fortunate to have access to a large
variety of technology. Currently, we have 10 computer carts, which
allows teachers to create online learning opportunities for their students
on a regular basis. Some teachers have also used Donors Choose to
compile their own class set of computers so that they can be used on a
daily basis. Additionally, teachers and students have access to a library-
media center and computer labs.
Technology is being incorporated more and more throughout the school.
The use of Google Drive and Google Classroom are becoming more
commonly used across disciplines not just to provide a platform for
students to create Docs, Slides, and Pages, but also to allow teachers to
provide feedback on assignments, attach rubrics, and grade assessments.
Beginning in 2018-2019, English teachers are using Pearson’s My
Perspectives curriculum, which has an entire online component. Students
are able to access texts for whole-group, small-group, and individual
instruction, and many students have downloaded the app to their phones
to use in class as well.
The use of online-supported study aids has increased dramatically by both
students and teachers. Programs such as Quizlet and Kahoot are
incorporated into review activities, and students often use them in place of
flashcards and other study methods.
With the shift to CAASPP/SBAC testing where students are expected to
navigate computers to take state-mandated testing, more teachers are
utilizing online programs (either through their provided curriculum or on
their own) to not only familiarize students with the type of testing they
will encounter, but also to collect data to inform instruction in a more
streamlined fashion. Diagnostic and Unit Testing, along with practice AP
testing, are regularly used in college preparatory classes; additionally, the
results for the Fitness tests for Physical Education are uploaded to
Illuminate.
2018 Staff Survey
ERWC Communications
Computer Carts
Google Drive Data
Google Classroom
Classroom Observations
Lesson Plans
My Perspectives
Bounce Pages
Online Program Info
Lesson Plans
Student Data Results
Lesson Plans
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Besides the use of online technology to enhance learning, teachers also
use a variety of technology-based instructional aids in the classroom. As
with the earlier strategies, not all of this technology is used in every
discipline, but can be found throughout the classrooms at Rosemont.
● Doc Cameras
● Projectors
● Videos/Recordings
● Computer Simulations
● PASCO Data Collection
● Video Editing
● Video Playback
● Electric Guitars/Keyboards
● Electric Kilns
● Metronomes and Tuners
● Notation Software
● Remind.com
● Podcasts/Discussions
● Online Fitness testing
● Cell phones
● Calculators
● Online Diagnostic Testing
According to student survey results from Fall 2018, 89.2% percent of
students agreed that technology is used regularly in their classes to
promote their learning.
While some teachers attend professional development trainings on their
own to stay current on instructional content, as well as how to best deliver
the content, most staff express the need to have more meaningful
professional development opportunities provided by the district.
Rosemont High School has offered Professional Development at CT
sessions occasionally (such as in EL strategies and use of Google Drive),
but most teachers find they need to seek out professional development
opportunity on their own, such as:
● Silicon Valley Math Initiative
● CPR Workshops
● Lifeguard Training
● EL Newcomer Training
● AP/Pre-AP Training
● Curriculum Training
● Museum of Tolerance (Teaching Tolerance)
● Accommodations/Modifications Training
Lessons Plans
Observation
Teacher Questionnaire/
Home Group Work
Student Survey Data
Teacher Questionnaire
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English and Math teachers will receive training and support in the use of
effective instructional strategies through participation in the Gear UP
beginning in the spring of 2019 and the Breakthrough Success program
(possible start in 2020-21.)
Program Materials
C2.1. Additional Online Instruction Prompt: Evaluate how teacher technology competencies are
assessed during online instruction.
Findings Supporting Evidence
Online instruction occurs through the district adopted credit recovery
program. Teachers are not assessed on their online technology
competencies as there are no contractual standards for online teacher
competencies. The online component is monitored through the online
credit recovery which is measured through district-level reports.
AE District Reports
Teachers as Coaches
C2.2. Indicator: Teachers facilitate learning as coaches to engage all students.
C2.2. Prompt: Evaluate and comment on the extent to which teachers use coaching strategies to
facilitate learning for all students. Provide examples such as equitable questioning strategies, guided
and independent practice, project-based learning, and other non-didactic techniques to engage students
in their own learning.
Findings Supporting Evidence
With the shift to a more student-centered classroom, teachers at
Rosemont High School are working to act as coaches at by providing
extensive guided practice and modeling to facilitate learning. Teachers
have also started to rely much more on group work and requiring
students to use inquiry and critical thinking to solve problems as groups
and independently.
Socratic Seminars are used in multiple disciplines across campus to
ensure that the students are the ones having discussions and making
meaning from the content. Teachers introduce the structure and guide
students to critically think and support their responses with evidence, but
seminars are entirely student-run, with the teacher only acting as a
facilitator and overall notetaker.
Students are regularly required to present information they have found
either independently or in a group. Not only are students meeting the
speaking and listening skills this way, but they are also taking ownership
of their learning and becoming more active students.
In section C2.1, there are multiple teaching strategies presented that
teachers are using throughout the campus; these same strategies are also
Lesson Plans
Walk-throughs
Sample Activities
Socratic Seminar Plans
Socratic Reflections
Lesson Plans
Sample Group Assignments
Previous Section
Teacher Questionnaire
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used to facilitate learning for all students.
Many teachers greet students at the door, use cold-calling/random
response techniques such as name sticks, and organize student seating in
a way that facilitates discussion. Additionally, teachers regularly use
wait time, ask probing questions, encourage students to expand or
clarify, and offer validation/affirmation of student responses.
Teachers also make themselves available to students for assistance on a
regular basis. Many teachers have specific tutoring hours after school or
at lunch, and teachers can often be found working with students at lunch
and encouraging students to advocate for their own learning by coming
to see them.
With the shift to student-centered classrooms, most teachers have
revised/revisited their previous assessment techniques; many have
moved away from basic multiple choice (except in AP classrooms, or in
instances where it is the most appropriate form of assessment) and
started to use open-ended, free-response questioning.
Student Survey
Teacher Questionnaire
Classroom Observations
Tutoring Schedules
Teacher Questionnaire
Student Survey
Classroom Observations
Examination of Student Work
C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher
cognitive levels to extend learning opportunities.
C2.3. Prompt: Evaluate the extent to which students demonstrate a) that they are able to organize,
access and apply knowledge they already have acquired; b) that they have the academic tools to gather
and create knowledge and c) that they have opportunities to use these tools to research, inquire,
discover, and invent knowledge on their own and communicate this.
Findings Supporting Evidence
As individuals and as collaborators, Rosemont students are regularly
required to find meaning on their own and communicate what they have
found in either written or verbal form.
Both formal and informal teacher and department-created assessments
are used in all disciplines in order to require students to apply the
knowledge that they have gained.
State and National tests (CAASPP, CAST, SAT, PSAT, AP) require
students to use the skills they have acquired to answer questions, graph
problems, synthesize sources, and write essays.
In English classes, students are taught researching skills and are required
to use those skills each quarter when completing their genre-specific
writing assignment (expository, argumentative, persuasive). They are
taught how to determine the validity of sources, correct citation of
Student Work
Assessments
Test Data and Samples
Senior Project Research
Papers
Grade Level Writing
Assignments
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sources, MLA format, and overall search/research strategies for finding
the information they need in order to create new knowledge.
Additionally, students are required to create group presentations,
participate in Socratic Seminars, and work together to find meaning of
texts.
In Math classes, students are regularly asked to show their learning; the
assessments are mostly open-ended questions (graded on a standards-
based rubric), and students write complete sentences to explain
mathematical solutions. Through this, they show their mathematical
reasoning ability.
Science students at Rosemont work as individuals as well as groups to
participate in inquiry-based lab activities with research on a specific topic
followed by a lab report.
In the World Language department, students conduct internet research
and synthesize sources in Spanish, interview native speakers, learn to
navigate authentic Japanese websites to gather information, and research
thematic topics in the specific language.
Visual and Performing Arts students have the opportunity to show their
skills on a regular basis; they create original songs, arrange music,
produce video news reports and portfolios, draw/sketch/paint images
based on the knowledge they’ve acquired about shading, perception, etc.,
create ceramics projects that are both teacher-directed and student-
chosen.
All disciplines require students to write or perform in some way to show
their ability to organize the information they have learned and to produce
new, unique ideas about the curriculum.
Research Activities
Math assessments
Science lab reports
World Language Projects
and Activities
Visual and Performing Arts
Activities
Writing Activities across
Disciplines
C2.3. Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing
student work online and online communications to determine the degree to which students are
analyzing, comprehending, and conducting effective research.
Findings Supporting Evidence
There are no standards district-wide to evaluate teacher effectiveness of
reviewing student work or online communication.
C2.4. Indicator: Students demonstrate higher level thinking and problem solving skills within a variety
of instructional settings.
C2.4. Prompt: Evaluate and provide evidence on how well the representative samples of student work
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demonstrate that students are able to think, reason, and problem solve in group and individual
activities, projects, discussions and debates, and inquiries related to investigation.
Findings Supporting Evidence
The teaching and coaching strategies used throughout the campus have
required the students to take more ownership for their learning and to be
much more active participants in their educations. At Rosemont, there are
students who are thriving in our classrooms and those who are struggling
with this shift.
Across disciplines, teachers use rubrics to assess student learning, in both
individual and group settings. Rubrics are designed to show students their
own level of understanding of the requirements of the assignment.
● Students who have a high ability to think and problem solve are
able to formulate an opinion based on a text or a concept, support
that opinion with evidence, and use analysis to show how the
evidence is proving their opinion/stance. This approach is used
for everything from writing basic paragraphs or analytical essays,
to crafting statements in a Socratic Seminar or group discussion,
to formulating a hypothesis to guide research in lab, to discussing
with a partner the best way to approach a math problem or artistic
choice.
● Conversely, students with a low ability in these areas are not able
to do all of those things yet. While they may be able to formulate
a stance, they struggle with finding appropriate evidence to
support it, or they have difficulty analyzing in the way that they
often rephrase the evidence as their analysis. They may be able to
verbally participate, but they struggle with written expression or
vice versa.
Requiring students to reflect on their learning process is becoming more
common throughout the campus, and this will certainly help students to
be able to identify where they’re struggling in certain disciplines.
The movement toward more student-centered classrooms has been a
much-needed, positive shift towards giving students more responsibility
for their own learning; however, this shift has not always been easy. For
years, students were taught that there was just “one” answer that they
were looking for (and that the teacher held that answer), so students can
sometimes get frustrated when they’re being pushed to find answers on
their own and think in ways they have not been required to in the past.
Overall grades
Rubrics
Assessment guidelines
Reflection activities in
many disciplines
Classroom Observations
C2.5. Indicator: Students use technology to support their learning.
C2.5. Prompt: Evaluate the extent to which representative samples of student work demonstrate that
students use technology to assist them in achieving the schoolwide learner outcomes and academic
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standards.
Findings Supporting Evidence
Rosemont students use technology on a regular basis to access
curriculum, gain knowledge, create assignments, present findings, and
study for exams. With the availability of computer carts, library usage,
and even cell phones in the classroom, the majority of Rosemont teachers
and students rely on technology on a daily basis in their classes.
Senior Project Presentations require students to use technology to create
and present their presentations. Students must be able to use some type of
Word program as well as a PPT program; they also need to know how to
upload pictures, format slides, attach videos, and other technological
skills.
LEAD students create presentations in the 2nd
semester of each year of
high school that are delivered to at least their grade level LEAD peers, if
not other grades. They often use Google Slides to collaborate with their
learning partners, and they are required to incorporate pictures or video
into their presentations.
While Google Drive has become increasingly common in most classes,
only 69.3% of students report that they access their drive each week.
With the recent district password changes and new Chromebooks that
require students to know their login credentials, this percentage will
definitely increase.
With the Rosemont ESLOs being revised in the 2018-19 school year to
include more about technological proficiency, both students and teachers
will need to become more comfortable with using Google Classroom and
Google Drive as staples in their classrooms.
Student Survey Results
Teacher Survey Results
Samples of Student Work
Senior Project Samples
LEAD PPTs
Student Survey
Google Drive Data
ESLOs
Teacher Input
C2.6. Indicator: Students use a variety of materials and resources beyond the textbook.
C2.6. Prompt: Evaluate the extent to which representative samples of student work demonstrate student
use of materials and resources beyond the textbook; availability of and opportunities to access data-
based, original source documents and computer information networks; and experiences, activities and
resources which link students to the real world.
Findings Supporting Evidence
Many Rosemont teachers supplement their curriculum with outside texts,
articles, artwork, and other materials that require students to analyze how
they’re connected to the text.
Beginning in 9th
grade English classes, students are taught how to
compile, review, synthesize, summarize, paraphrase, and directly quote
Curriculum
Lesson Plans
Curriculum
Lesson Plans
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outside sources (books, articles, interviews, databases). Research papers
are required each subsequent year in English classes and increase in level
of demand, based on CCSS.
Senior Projects require students to take all of the skills they have learned
throughout their schooling to write a research paper, create/format a PPT,
write a speech, and deliver their presentation in front of a panel of judges.
SCUSD recognizes Senior Project as a graduation requirement because it
is a culminating task of what students should be able to do in their post-
secondary pursuits.
ECD regularly incorporates guest speakers and field trips through their
connections with Linked Learning and industry partners.
LEAD requires community service and offers college campus field trips
to connect students to the world around them.
Multiple Arts/Media classes go above and beyond the basic curriculum
and provide students with the skills they need to be ready for
college/career courses in similar disciplines.
Culinary students can earn entry-level skills to enable them to gain
employment right out of high school in highly respected kitchens.
Senior Project Information
ECD Data/Lesson Plans
LEAD Requirements
Field Trip Information
Lesson Plans
Culinary Information
Real World Experiences
C2.7. Indicator: All students have access to and are engaged in career preparation activities.
C2.7. Prompt: Evaluate the degree of and the effectiveness of student access to career awareness,
exploration and preparation that may include such activities such as job shadowing, internships,
apprenticeship programs, regional occupational programs, career academy programs, on-the-job
training programs, community projects and other real world experiences that have postsecondary
implications.
Findings Supporting Evidence
In alignment with the district’s mission to provide every students with the
largest number of options possible upon graduation, Rosemont works to
have all students A-G eligible so that 4-year colleges are accessible to all
students.
Each counselor offers grade-level Parent Nights so that students and their
parents are aware of the requirements to not only graduate, but to be on
the path to whatever option they are choosing for their future.
With the Senior Project requirement, many seniors choose to shadow or
volunteer at a location that links to possible career goals.
Master Schedule
Parent Nights
Senior Project Data
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Beginning in students’ junior year, Cal-SOAP visits classes to talk with
students about Financial Aid and College/Career Readiness. Seniors are
visited four times throughout the year as are juniors.
The three Pathways (ECD, Culinary, LEAD) that Rosemont offers are
undoubtedly preparing students for postsecondary options.
● In ECD, students are learning skills in drafting, welding,
plumbing, mechanics, and engineering as well as in critical
thinking, analyzing, communicating, and synthesizing.
● All three years of the Culinary curriculum are approved “G”
courses under UCOP. Additionally, students earn their CA Food
Handler card (for free) which is required for employment in the
industry. Students can also earn 3 units of Los Rios College credit
by completing the math curriculum, and there is an articulation
agreement with American River college for Hospitality
Management. Numerous Culinary students have gone on to work
at local restaurants with some of the top chefs in Sacramento.
● In LEAD, students challenge themselves with rigorous AP and
Honors classes while also committing themselves to community
service. Both of these requirements encourage students to take a
more active role in deciding their future. The academic challenge
certainly prepares them for college, but it’s the community
service that gives them a connection to the world around them.
They are also required to get out of their comfort zones and talk
with supervisors, adults, and people who may be homeless or ill.
In the Autism classes, the teachers have worked to design a coffee cart
service that the students help to run. Students in the classes are learning
real-world skills of customer service.
In the findings from the 2018 Fall Student Survey, 63.6% of students feel
that Rosemont does a good job of helping them figure out what their
career will be, which is similar to the previous survey results; however,
only 58.2% feel that the classes they are currently taking will help them
get their future job, which is a decrease of over 5% from the previous
year, which argues that more needs to be done to show the relevance to
students.
CAL-SOAP Information
Pathway Info
Pathway Curriculum
Pathway Projects
Menu/Coffee Cart
CCGI
Student Survey
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C2.7. Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online
instruction for real world experiences and applications for the students.
Findings Supporting Evidence
The only online experiences for students at Rosemont High School are
for credit recovery purposes only. CTE teachers, will on occasion,
produce programs or projects that use effective online learning that
connect to the CTE course and the CTE standards. Students in ECD use
Revit, which is a type of industry software, for computer drafting.
However, there is no other deliberate and designed program on the
campus to use online instruction for real world experiences.
AE Data
CTE Course Data
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ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths,
and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category C are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified critical learner needs (Task 2, Chapter II).
Summary (including comments about the preliminary identified critical learner needs)
Rosemont teachers have created more student-centered classrooms and have shifted from the old
standard of how the teacher was the “keeper of knowledge” and students waited to receive it. Students
have become much more active in their own learning, and teachers are working to identify ways to
provide more opportunities for students to struggle through complex concepts and discover their own
meaning. Collaboration has increased, specific strategies are discussed, and common assessments are
being used and examined; however, while this is happening in some classrooms, there needs to be more
consistency. Teachers aren’t 100% confident in how to use data to inform instruction, and many still rely
on older methods of teaching and assessing. The use of technology has grown immensely as a teaching
and learning aid, but teachers and students need more training on how to use it more effectively.
Prioritize the strengths and areas for growth for Category C.
Category C: Standards-based Student Learning: Instruction: Areas of Strength
● Access to technology (additional carts, more availability, Google Classroom) has allowed for
more student-centered projects, collaboration among students, immediate feedback for students,
and availability to engage with content at home as well as to connect with all students.
● The shift to a student-centered classroom has required students to take a more active role in their
own learning (both in and out of class) and encourages them to use their critical thinking and
analytical skills.
● Pathways provide students with a plethora of college and career readiness opportunities in a
variety of areas.
● The shift to a full-inclusion model has allowed students with IEPs as well as EL students to work
on college readiness.
● The creation of Primary Teams has allowed for more collaboration and analysis of student needs.
● Teachers are very open and accommodating to students with both time and students’ needs.
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Category C: Standards-based Student Learning: Instruction: Areas of Growth
● More scaffolding needs to be in place for students to reach higher level skills/requirements
(senior project, etc).
● There is a massive need for more professional development (both on-site and through SCUSD)
in a variety of topics (Google Drive, Classroom, content, EL, co-teaching, etc).
● Although more teachers are collecting data from assessments, there needs to be more training in
place to help everyone grasp how data can inform instruction.
● Rosemont needs to address the apathy and lack of desire in 31% of students who choose not to
take classes that are most challenging to them.
● While students are taking a more active role in their learning, we need to shift more toward them
being reflective of their own strengths/weaknesses as learners.
● More needs to be done to encourage parents and students to regularly access Infinite Campus to
stay updated on their grades and progress toward graduation.
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Category D: Standards-based Student Learning: Assessment and Accountability
D1. Using Assessment to Analyze and Report Student Progress Criterion
The school leadership and instructional staff use effective assessment processes to collect, disaggregate,
analyze, and report student performance data to the school staff, students, parents, and other
stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage
of resources, and forms the basis for the development of the schoolwide action plan (SPSA) aligned with
the LCAP.
Online Programs: iNACOL Standard R: Program Evaluation: A quality online program
recognizes the value of program evaluation. Program evaluation is both internal and external and
informs all processes that affect teaching and learning. Internal evaluations often are more informal in
nature and may provide immediate feedback on a targeted area of inquiry. External program
evaluations typically look at the entire program from an objective perspective that will bring additional
credibility to the results. [iNACOL Standard R, 2009]
Online Programs: iNACOL Standard S: Program Improvement: A quality online program
establishes a culture of continual program improvement. Improvement planning focuses on using
program evaluations, research, and promising practices to improve student performance and
organizational effectiveness. It fosters continuous improvement across all aspects of the organization
and ensures the program is focused on accomplishing its mission and vision. [iNACOL Standard S,
2009]
Indicators with Prompts
Professionally Acceptable Assessment Process
D1.1. Indicator: The school uses effective assessment processes to collect, disaggregate, and analyze
student performance data.
D1.1. Prompt: Evaluate the effectiveness of the school’s assessment processes to collect, disaggregate,
analyze, and report student performance data to all stakeholders. [This would include the collection of
data from state, national, and local sources; the disaggregation of data for ethnic groups,
socioeconomic status, and students with disabilities; and the analysis of performance that provides
feedback as to how students are meeting the expectations of the academic standards (including Common
Core) and the schoolwide learner outcomes.]
Findings Supporting Evidence
Rosemont staff examines a variety of data, including CAASPP, SAT,
ACT, AP, English Learner data, and FitnessGram Testing. Rosemont
administrators utilize mark distribution data collected and stored in
Infinite Campus (the district’s online reporting system) to assess and
compare performance of students school-wide as well as disaggregated
by subgroup and teacher.
Rosemont teachers and administrators have access to Illuminate, an
online data collection and analyzing system. Illuminate allows Rosemont
SPSA
SARC Accountability
Report Card
CDE Website
College Board
Infinite Campus
Illuminate
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educators to view and analyze a variety of student performance data.
Most teachers, with the exception of our math department, are not
currently using this tool for the examination of student performance data,
but administration use this tool to examine performance data, including
the examination of subgroup data, to support the work of planning
instruction in departments and primary teams.
Beginning in 2018, Rosemont administrators and counselors began
regular monitoring of students’ progress towards graduation and A-G on-
track status through regular examination of the UC Merced A-G tool and
the Performance and Targeted Action Index (PATAI)
The counselors communicate with administration, teachers, and parents
and meet with students (and parents, when available) to support those
who are struggling. Administration and counselors meet weekly to
examine various reports in the Performance and Targeted Action Index,
by grade level, to monitor students’ progress toward meeting graduation
and A-G requirements.
Counselors and administers also use PSAT, CELDT, CAASPP, AP, and
PSAT, to gauge college and career readiness and also to inform decisions
about course placement.
SCUSD funded the PSAT for all 9th and 10th grade students. Also,
beginning in 2018-19, Rosemont paid for all 11th grade students to take
the PSAT, as well to provide those students with an additional
opportunity to prepare for the SAT or ACT in the spring of 2019.
The district emphasizes that the collaborative time required by the
district be used to examine student work and instruction. Therefore,
Rosemont staff members have begun meeting in primary teams to engage
in the cycle of continuous improvement, analyzing student work and
common assessment data. The expectation for CT meetings is that
teachers focus on the 4 essential questions:
1. What do we want students to know and be able to do?
2. How do we know when they’ve learned it?
3. What do we do when they aren’t learning it?
4. What do we do when they are learning it?
Content teams have release days, as requested, during which teachers use
student performance data and student work samples to plan instructional
activities and develop curriculum. These activities are designed to
improve instruction and improve student outcomes.
Students’ grades, growth, and performance levels are determined in
several ways: teachers evaluate daily lessons by Q & A responses, exit
UC Merced A-G Tool Data
PATAI Data
Counselor Logs
Meeting Minutes
Assessment Data
PSAT/SAT Information
CT Agendas
CT Training with Mona
Release Day Agendas
Assessment Data
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quizzes, and academic discourse. Daily work, frequent common
assessments, and end of unit common assessments are used in most
departments. Finals exam results and CAASPP scores determine
performance levels, which help to inform course placement.
Departments use a variety of strategies for collecting and analyzing data
to inform instruction:
English
Data:
● Summary writing samples
● Essay samples from common writing assignments
● Senior research papers with common rubric
● Unit Tests - results
● Projects with rubrics
● CAASPP Data
Data Analysis:
● Pull-out days to grade together
● Seniors - after-school grading ERWC writing prompts in 17-18
● Co-teachers grade together
● Norming essays together with rubrics/samples in 9th grade
primary team
● Moving toward collaboratively grading performance tasks
World Languages
Data:
● Curriculum-based test scores
● Writing samples
● Video presentations
● Dialogues
● Academic discourse throughout instruction
● Situation Card guiding an impromptu dialogue
● Working to develop common assessments across
languages/levels, using California State Standards and ACTFL
levels.
Data Analysis:
● ACTFL and other rubrics
Science
Data:
● Lab write-ups periodically throughout the quarter
● Academic discourse
● End-of-the-semester community activity that would incorporate
all science students (in planning stages)
Data Analysis:
● Newly created NGSS lab rubric
Department-specific
assessments and student
work samples
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Math
Data:
● Academic Discourse
● Friday common assessments for specific standards (Math I)
● Some common unit tests for Math I and II
● EOC exam
Data Analysis:
● Math Co-teachers have common prep periods to work
collaboratively to guide instruction and meet student needs.
● Math 2 teachers discussed the results of the Unit 1 test from
various classes to identify learning gaps in each of the classes.
The team used the results to inform planning for the next unit,
including the development of the common assessment for Unit 2.
● Integrated Math I teachers develop and implement common
assessments per each math standard.
● Common assessments given on different dates to allow for
differentiated instruction.
PE:
Data:
● Excel spreadsheet that keeps track of our nonsuit percentage per
teacher/ per week.
● FitnessGram scores
Music and Drama
Data:
● Regular performances in class as well as for the entire school.
Art
Data:
● Exhibitions of student work that open to the whole school and the
community at the Essence of Rosemont event as well as
displaying student work throughout the school in various public
locations.
For Special Education students, Annual and Triennial IEP assessments
include WJ, psych, speech, and academic progress reports. These are
used to assess student achievement and communicate progress to parents
and other IEP team members. This assessment data drives IEP goals,
services, and student placement.
To address the needs of students with IEP and 504 accommodations,
alternative assessments, modified use of standard texts, and extended
time are regularly employed.
CELDT (now ELPAC) assessments help administration to determine
progress and placement; while EL students at Rosemont made immense
gains in scores in 2017-2018, more professional development needs to be
IEP Forms
Calendars
Teacher Assessments
CELDT/ELPAC Results
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offered to assist teachers in determining the best ways to assess EL
students while holding them accountable for the standards.
Pathway teachers have had some discussions about student performance
within their respective programs and need more time to collaborate.
Teachers counsel the students who are struggling.
Administrators and members of the Rosemont Attendance Committee
also examine attendance data, including tardies, to drive the work of
recognizing perfect and improved attendance and also intervening for
students who have excessive absences and/or tardies. New in 2018 was
the introduction of the EIIS early warning system tool, which includes
live data. The Attendance Committee now meets bi-monthly to monitor
students in every “band”.
Through the Be HERE Attendance Grant, the district has entered into a
partnership with InClass Today in an effort to reduce chronic
absenteeism. InClass Today delivers absence reports to parents and
guardians 5 times per year.
Pathway Agenda/Minutes
Attendance Agenda/Minutes
EIIS Attendance Tool
InClass Today
Basis for Determination of Performance Levels
D1.2. Indicator: The school leadership and instructional staff determine the basis for students’ grades,
growth, and performance levels to ensure consistency across and within grade levels and content areas.
D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which standards-based grades,
growth, and performance levels are determined.
Findings Supporting Evidence
Departments are moving toward having common syllabi and a consistent
grading scale throughout each department through which standards-based
grades are determined. The shift toward this consistency is creating more
uniformity among the same classes taught by different teachers.
Teachers use release days and time during CT in primary teams to
discuss student achievement, assessment data, and instruction, all of
which inform the grades students are earning.
In the English department, norming/scoring sessions occur within some
primary teams; while using a standards-based rubric and student-
generated samples, teachers discuss where the assessment would score on
the rubric in order to inform grading and ensure consistency.
In co-taught classes, teachers frequently work together to assess where
students are not only in terms of their grades in the class but also in
relation to their IEP goals.
Syllabi
Infinite Campus
Agendas/Minutes
Agenda/Norming Packets
Lesson Plans
Collaboration Notes
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Teachers use a variety of criteria for determining student grades.
● Grades are updated on Infinite Campus where parents can
monitor student progress.
● Social science has shifted to using Google Classroom as a way to
post assignments and provide feedback on student work. Teachers
in other departments are beginning to use Google Classroom.
● Website calendars are also used by some teachers to post
resources and assignments for students. All teachers are required
to submit a syllabus to their students at the beginning of the
school year. Parents and students have access to grades in Infinite
Campus. Students and parents receive a progress report at the end
of every term. Counselors and Administration team reports
student progress in various ways to all interested stakeholders.
PSAT and CAASPP
Performance Data
Infinite Campus
Quarter and Semester Grades
Monitoring of Student Growth
D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and
progress toward meeting the schoolwide learner outcomes, academic standards, and college- and career-
readiness indicators or standards, including a sound basis upon which students’ grades are determined
and monitored.
D1.3. Prompt: Evaluate the effectiveness of the system used to determine and monitor the growth and
progress of all students toward meeting the schoolwide learner outcomes, academic standards, and
college- and career-readiness standards, including the basis for which students’ grades, their growth,
and performance levels are determined.
Findings Supporting Evidence
Teachers in primary teams are beginning to utilize common assessments to
measure student growth around established outcomes Some departments
are using common rubrics to determine proficiency grades.
The Math I team has decided to move to a modified form of standards-
based grading system to reduce subjectivity and give students and families
a more accurate understanding of students’ mastery of the standards.
Therefore, Rosemont has begun meeting in primary teams to analyze
student work other common assessment data (per State Standards).
Additionally, Rosemont has examined student performance data on an
ongoing basis for 2 years to determine necessary interventions and
programs. Data sources include mark distribution, CAASPP and common
assessment data.
Rosemont administrators and counselors monitor progress towards
graduation and A-G on-track status by monitoring the following:
● UC Merced A-G tool
● Performance and Targeted Action Index (PATAI) Rosemont
● EIIS System
Primary Team Meeting
Agendas/Minutes
Rubrics
Agendas/Minutes
Infinite Campus
Data Quest
PATAI
UC Merced A-G Tool
EIIS System
Infinite Campus
Illuminate
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Administrators visit classrooms to monitor instructional practices and
student learning.
Counselors track student progress by using Infinite Campus and the
PATAI, communicating with teachers, and meeting with students to ensure
that students meet graduation requirements. Districtwide UC/CSU A-G
courses are generated at the district level with assistance from site assistant
principals New courses or courses specific to EDHS are submitted for
UC/CSU A-G approval by the assistant principal. Within the past few
years, Rosemont High School has updated many elective and CTE courses
to meet UC/CSU A-G requirements and receive approval.
Some of the academic departments have created common assessments and
report the areas in which students are weakest and those in which they do
not require additional instruction.
CAASPP scores, district eligibility matrices, grades, and teacher
recommendations are used to determine readiness for certain courses.
World language teachers are involved in district development of common
assessments for placement of native and non-native speakers in all levels of
foreign language classes.
English teachers use common writing rubrics to determine mastery of
standards.
Science teachers have developed common rubrics for lab reports and are in
the process of creating common assessments in the various courses.
Social science teachers are in the beginning stages of using skills-based
assessments to determine proficiency.
Students not enrolled in AP Literature in the 12th grade take the ERWC
course, which has replaced English 12. Passing this course with a grade of
“C” or better qualifies students to enroll directly into college-level English
at the local community college and also at CSUS.
Math teachers create their own common assessments, in addition to those
in the district curriculum (Walch). Math I teachers are beginning to use
standards-based grading to assign grades. The district provides placement
criteria for students wanting to take Math II+ or Math III+ and must offer
admittance to the course for every student who is eligible. The math
department reteaches after formative assessments, chapter tests, midterms,
and finals; questions are tied to standards and specific standard strands.
Feedback Notes
Infinite Campus
Course Catalog
Common Assessments
Student Performance Data
Agendas/Minutes
Rubrics/Assessments
Department Rubrics
ERWC
Materials/Transcripts
Common Assessments
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Rosemont encourages all students to take four years of math, and students
who are not enrolled in higher math courses such as Pre Cal, Calculus
AB/BC or AP Statistics are encouraged to enroll in the senior EQR
(Quantitative Reasoning) course that is articulated with the local
community college district and also CSUS. Passing this course with a grade
of “C” or better qualifies students to enroll directly into college-level math
at the local community college and also at CSUS.
Departments are at the beginning stages of identifying common student
outcomes and criteria for mastery. Currently, there is no formalized process
for assigning grades across the faculty.
Student Schedules
Counselor Notes
D1.3. Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student
is prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is
determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to
the next unit if mastery has not been demonstrated.
Evaluate the effectiveness of the procedures for grading student work whether it is done electronically
or individually by the teachers.
Evaluate how teachers ensure academic integrity and determine students are doing their own work in
the online environment. Comment on the degree to which the results of state and local assessments are
used in decisions about student achievement and advancement.
Findings Supporting Evidence
Students must achieve a 70% in AE classes in order to pass the class,
and they submit all work through their online portal to a teacher who
grades and communicates with them.
Rosemont teachers continually monitor the AE computer lab and use the
AE progress monitoring tools to ensure that students are completing
their own work and making adequate progress.
Administration receives semi-monthly reports from the district office to
inform their management of the program.
AE Guide
AE Progress Monitoring
Reports
District AE Progress
Monitoring Reports
Assessment of Program Areas
D1.4. Indicator: The school leadership and instructional staff periodically assess each program area,
including graduation requirements, credits, course completion, and homework and grading policies, to
ensure student needs are met through a challenging, coherent, and relevant curriculum.
D1.4. Prompt: Evaluate the processes that the school leadership and instructional use to review and
assess the effectiveness of each program area, including graduation requirements, credits, course
completion, and homework and grading policies, to ensure student needs are met through a challenging,
coherent, and relevant curriculum.
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Findings Supporting Evidence
Using the UC Merced Tool and the PATAI, administration and
counselors meet semi-monthly to review progress toward Graduation and
A-G requirements. Whenever possible, administrators and counselors
adjust student schedules to ensure appropriate placement. Students who
are credit-deficient are placed whenever possible in credit recovery
courses before school, after school, and/or during the school day.
The Attendance Team meets semi-monthly to review the new EIIS early
warning system data in the areas of attendance, behavior, and grades.
They prioritize freshmen and seniors, grouping students according to the
degree of need.
PATAI (Performance and
Targeted Action Index)
Counselor Meeting
Agendas/Notes
EIIS Data System
Attendance Team Meeting
Notes
Schoolwide Modifications Based on Assessment Results
D1.5. Indicator: The school uses assessment results to make changes in the school program,
professional development activities, and resource allocations demonstrating a results-driven continuous
process.
D1.5. Prompt: Comment on the overall effectiveness of how assessment results have caused changes in
the school program, professional development activities, and/or resource allocations, demonstrating a
results-driven continuous process. Examine examples and comment on the overall effectiveness of
changes in the online opportunities, professional development of the staff, and the resource allocations
to support student achievement and their needs.
Findings Supporting Evidence
Because the Single Plan for Student Achievement includes a multitude of
performance data, School Site Council works collaboratively with the
principal to:
1. Review available performance data
2. Review the goals and current action plan in the Single Plan for
Student Achievement
3. Review the budget and staffing allocation for the coming school
year
Decisions about student placement, professional development, and related
costs are directly related to assessment data. Each December, the
principal receives staffing and funding allocations for the following
school year and uses assessment data to determine implications for
staffing, budget, and master schedule for the following school year. The
AP in charge of master schedule works collaboratively with the principal
throughout the process to review assessment data, teacher
recommendations, and student/parent requests to make changes in the
program, as needed.
Master Schedule
Spreadsheet Tool for Each
Grade Level
SPSA
Site Council
Agendas/Minutes
Budget Materials
Master Schedule
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Administration examines student performance data, in addition to student
course request selection sheets, to determine the need for staffing for the
coming school year in all classes.
Other than those already enrolled in the LEAD criteria-based program,
students who wish to enroll in a global English or social science AP
course must complete a writing assessment to determine eligibility.
Students wanting to take a math or science AP course do not need to take
a qualifying exam. Currently, SCUSD is reviewing the process for
enrollment in AP courses at all of our high schools to promote alignment
with the SCUSD Equity, Access, and Social Justice Guiding Principle.
Throughout the year, administrators meet with teachers and counselors to
determine inappropriate placement based on grades, effort, and ability.
Student schedules are changed to ensure proper placement, including the
need to ensure that students are in the courses they need to be on-track for
meeting Graduation and A-G requirements.
The need for ongoing professional development is supported by the
allocation of general and categorical funds, which is reflected in the
SPSA. Professional development needs are determined collaboratively
between the staff and administration.
The Director of the SCUSD Multilingual department provided three
trainings in 2014-15 around Academic Discourse as a tool for supporting
both Special Education and English Learners in the general education
classroom. According to the Fall 2018 Staff Survey, only 40% of teachers
reported that they have received adequate professional development in
those two areas.
Through staff meetings and discussions with the site Leadership Team,
the administration identified a need to continue a focus on Academic
Discourse to support improved outcomes for EL, Special Education, and
general education students in every classroom.
Because there has been a lack of alignment within common courses,
administration introduced professional development around creating
effective collaborative teams in the fall of 2017. The professional
development continued into the spring of 2018 and the teams are in place
currently.
Administration provides substitutes for any staff member who expresses
an interest to attend local trainings.
In the spring of 2018, the principal provided SEL training for the office
support staff and also for all Instructional Aides.
Course Selection Sheets
Student Transcripts
AP Readiness Assessment
PATAI
UC Merced A-G Tool
SPSA
Fall 2018 Staff Survey
Staff Meeting
Agendas/Training Materials
and Leadership Team
Meeting Agendas
Collaborative Teaming
Training Materials
Primary Team Information
Budget
Training Information
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Counselors attend monthly meetings at the district office where they are
provided with training around a variety of topics that support the work.
Trainings during the 18-19 school year have focused on using the PATAI
and the UC Merced A-G tool to closely monitor student progress and
provide in-the-moment changes, as necessary. The senior counselor also
monitors FAFSA application and college application rates.
To build college and career awareness, SCUSD provided funding in 2016
to all of the high schools to allow for all sophomores to participate in
college visits through 2019.
In 2014-15, the administration identified the need for more technology
and purchased four MacBook carts, bringing the total to six. In 2017,
administration ordered four additional Chromebook carts to ensure that
English teachers have increased access to technology to meet the needs of
the newly-adopted curriculum, myPerspectives.
Rosemont has historically provided online credit recovery for students
who are credit deficient, but have increased the number of those courses
and added a zero-period option in the 2017-18 school year. Also in 2017-
18, because of over-staffing in science, Rosemont was able to offer three
periods of online credit recovery during the school day. In 2018-19,
Rosemont has continued to offer zero and 7th period online credit
recovery as well as two periods during the school day.
SCUSD provided an extended school year program in the summer of
2018, where Rosemont students who were off-track for meeting
Graduation and/or A-G requirements completed over 260 courses for a
total of 2750 credits.
Rosemont will continue to offer online credit recovery during the
summer.
Counselor Notes
College Visit Field Trip
Rosters
Carts
Zero/7th Period Accelerated
Education Rosters
Infinite Campus
AE Reports
Budget
D1.6. Indicator: The school periodically assesses its curriculum and instruction review and evaluation
processes.
D1.6. Prompt: Evaluate the process that the school utilizes to review and assess the effectiveness of
each program area, including graduation requirements, credits, course completion, and homework and
grading policies, to ensure student needs are met through a challenging, coherent, and relevant
curriculum.
Findings Supporting Evidence
Administration regularly reviews grades and meets with teachers with
high failure rates.
Grade Reports
PATAI
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Counselors and administration work collaboratively to review grades and
transcripts several times per year. They also use the UC Merced Tool to
monitor on-track graduation and A-G status for students at all grade
levels.
The Accelerate Education coordinator provides weekly updates on
student progress. Administration and AE teachers counsel students who
are not making adequate progress.
Primary teams are at the beginning stages of aligning curriculum, pacing,
and best practices to ensure that the curriculum is challenging, coherent,
and relevant.
A-G Monitoring Tool
AE Progress Reports
Agendas/Minutes
D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion
Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate
student learning. Students and teachers use these findings to modify the learning/teaching practices to
improve student learning.
Online Programs: iNACOL Standard L: Assessment of Student Performance: A quality online
program values student academic performance and takes a comprehensive, integrated approach to
measuring student achievement. This includes use of multiple assessment measures and strategies that
align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders.
[iNACOL Standard L, 2009]
Indicators with Prompts
Appropriate Assessment Strategies
D2.1. Indicator: The school leadership and instructional staff use effective assessment processes to
collect, disaggregate, analyze, and report state/school performance data to all stakeholders.
D2.1. Prompt: Evaluate the effectiveness, the appropriateness and the frequency of the assessment
strategies, especially student work, based on the programmatic goals and standards to determine student
achievement.
Findings Supporting Evidence
Student performance data is available to stakeholders in the following
spaces:
● California Department of Education website
● Rosemont’s School Accountability Report Card (posted on the
school and district websites)
● Rosemont’s School-wide Plan for Student Achievement (SPSA)
● College Board
● Scores for CAASPP, SAT, ACT, and AP are mailed home and
stored in cumulative files
● Infinite Campus Parent Student and Parent Portal
Data Quest
SARC
SPSA
Infinite Campus
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Rosemont uses data as a means to communicate student progress and
achievement to stakeholders. Means of reporting/communication include
● Progress reports/report cards mailed home and available on Infinite
Campus
● Daily and weekly progress reports (provided upon request)
● Teacher and Counselor-to-Home calls/emails about student progress
(especially for students who are struggling.)
Administration provides data to staff through whole-staff meetings, weekly
Staff Bulletins, and in small committee groups (Leadership, Attendance
Committee, Freshman Task Force, etc). Counselors and administration use
the results of the SBAC, ELPAC, end of course exams, and district
benchmarks to assist in decisions about class placement for students in ELD
as well as Honors and AP courses. For special education students, the
information from the CELDT, CST, Woodcock Johnson, and IEP goals are
used to determine class placement and student schedules. All assessment
data is used to determine areas of weakness that can be addressed via
remediation, academies, tutorials, student study teams, IEP meetings, and
504 meetings.
Assessment data is used in some departments to modify and adjust
curricular and instructional practices, but the methods of use vary.
Counselor Contact Log
Report Cards
Meeting Agendas
IEPs
Assessment Data
Department
Agendas/Minutes
D2.1. Additional Online Instruction Prompts: Evaluate the use of student work and other online
assessments (formative and summative) that demonstrate student achievement of academic standards
and the schoolwide learner outcomes.
Findings Supporting Evidence
Students in grades 9 - 11 take online ELA benchmarks twice during the
school year. A third assessment is optional. English teachers have not used
this performance data to inform instruction.
All 11th grade students take CAASPP in English and Math, the EAP
portion of which is used to determine postsecondary readiness. In 2018-19
all 11th
and 12th
grade students will take the CAST.
Beginning in 2018-19, students in English 9 - 11 take standards-based
online embedded assessments at the end of each unit. English teachers are
working toward using this data to better inform instruction.
Assessment Data
CAASPP
CAST
Assessments
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Demonstration of Student Achievement
D2.2. Indicator: Teachers use the analysis of assessments to guide, modify and adjust curricular and
instructional approaches.
D2.2. Prompt: Examine the effectiveness of the processes used by professional staff to use formative
and summative approaches. This includes how professional learning communities and subject matter
teams collaborate to collect, analyze, and use assessment data for the basis of curricular and
instructional decisions.
Findings Supporting Evidence
In all departments, students’ grades, growth, and performance levels are
determined in several ways: teachers evaluate daily lessons by Q & A
responses, classwork, homework, feedback through individual or small
group interaction, student presentations, and exit tickets/tasks. Lab reports,
group presentations, senior projects, art portfolios, and music performances
are also used.
Math teachers examine the results of mid-chapter quizzes and end of unit
common assessments to drive instruction. Final exams, including the Math
I and II End-of-Course exam, also determine performance level and inform
course placement.
English teachers are using selection tests to gauge progress, but not as
common assessments. They are shifting to writing, guided by department-
generated rubrics, as common assessments.
Science teachers are developing a common rubric for assessing labs.
World language teachers are developing common tasks and using a
common rubric to guide instructional practices.
Arts teachers are also developing a common rubric to assess students’
proficiency with a variety of projects.
With wide variation around content, social science teachers have begun to
identify skills that they will assess across the department. They are
currently developing skills-based common assessments.
Teachers need additional professional development to help them use data to
inform instruction.
Student work and other
Assessments
Quizzes, tests, End-of-
Course data
CT Agendas
Department Rubrics
Agendas/Minutes
Rubric
Agendas/Minutes
Rubric
Agendas/Minutes
Rubric
Agendas/Minutes
Staff Survey
WASC Priorities
Teacher and Student Feedback
D2.3. Indicator: Teachers provide timely, specific and descriptive feedback in order to support students
in achieving learning goals, academic standards, college- and career-readiness standards, and
schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and
learn about the degree to which learning experiences are understood and relevant in preparing students
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for college, career, and life.
D2.3. Prompt: Using interviews and dialogue with students, evaluate the extent to which students
understand the expected level of performance based on the standards and the schoolwide learner
outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the
student-teacher interaction and monitoring of student progress based on teacher and student feedback.
Findings Supporting Evidence
Rosemont uses data as a means to communicate student progress and
achievement to stakeholders. Means of reporting/communication
include:
● Rosemont.scusd.edu
● Letters mailed home
● Individual performance data (PSAT, CAASPP, CAST, SAT,
ACT, AP, ELPAC)
● Progress reports/report cards. Progress grades and
quarter/semester reports are sent out to parents and students 8
times per year. These reports are accessible to parents and
students via infinite campus.
● Daily and weekly progress reports (provided upon request)
● Meetings with counselors and personal calls/conferences
● All departments use Infinite Campus to post students’
performance on daily assignments, tests, and quizzes. Not all
parents can access the internet; some have difficulty setting up
and others have limited access due to the economy.
Teachers enter grades in Infinite Campus to provide students and parents
with timely and useful feedback. There is a need to bring more
consistency to the frequency and quality of feedback from all teachers.
During collaborative time, teachers in primary teams have begun to
examine assessment data (student work, common assessments) and
identify areas of weakness, which informs future instruction.
Teachers use academic discourse to give students opportunities to
process information, share ideas, and deepen learning. They also use the
feedback to assess students’ understanding of content.
Counselors visit classrooms and use individual CCGI (College and
Career Guidance Initiative) student accounts to lead students through
lessons designed to prepare them for their college/career choices.
Website
Report Cards
Performance Data
IC Contact Log
Progress Reports
Infinite Campus
CT Agendas/Minutes
Classroom Observations
CCGI
2018 Fall Student Survey
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ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability:
Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category D are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified critical learner needs (Task 2, Chapter II).
Summary (including comments about the preliminary identified critical learner needs)
Although Rosemont teachers are now in primary teams, giving common assessments, examining student
performance data, the use of that data to inform future instruction continues to be an area for growth.
While some departments are further along in this process than others, many departments now use
common rubrics; however aligned instruction is still a goal. There is also a need to examine multiple
sources of data as an entire staff multiple times throughout the year. With the introduction of new tools,
including the PATAI and the EIIS, information regarding academic achievement, attendance, and
behavior is more accessible than ever before. Counselors at Rosemont have intensified their focus on
monitoring on-track graduation and A-G completion status for all students and work closely with
administration to provide timely and appropriate intervention for struggling students.
Prioritize the strengths and areas for growth for Category D.
Category D: Standards-based Student Learning: Assessment and Accountability: Areas of
Strength
● Common assessments in all departments have become more a part of the culture of instruction.
● All departments are creating common rubrics for a variety of assessments.
● Teachers are meeting in primary teams to examine performance data and plan instruction.
● Rosemont is relying more on data to determine course placement and support student success.
● Rosemont is using a variety of data tools to track student progress in the areas of attendance,
behavior, and grades.
● Rosemont provides after-school tutoring daily.
Category D: Standards-based Student Learning: Assessment and Accountability: Areas of
Growth
● Rosemont needs to increase the number of departments using common assessments as a way to
determine student learning and inform future instruction.
● Teachers need professional development around the use of data to inform instruction.
● Teachers need additional time to analyze a variety of performance data to inform instruction.
● Rosemont needs to continue to develop a schoolwide system of interventions (recovery).
● Rosemont teachers need to provide timely feedback on student progress (grades).
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Category E: School Culture and Support for Student Personal and Academic Growth
E1. Parent and Community Engagement Criterion
The school leadership employs a wide range of strategies to encourage family, business, industry, and
community involvement, especially with the learning/teaching process.
Online Programs: iNACOL Standard Q: Parents/Guardians: In a quality online program, parents
and guardians play an integral part in their students’ educational life. They work as a team with faculty,
administrators, guidance services, and organizational support to ensure a quality educational experience
for their students. [iNACOL Standard Q, 2009]
Indicators with Prompts
Regular Parent Involvement
E1.1. Indicator: The school implements strategies and processes for the regular involvement of all
stakeholder support groups in the learning and teaching process, including parents of non-English
speaking, special needs and online students.
E1.1. Prompt: Evaluate the strategies and processes for the regular involvement of the family, business,
industry, and the community, including being active partners in the learning/teaching process. Comment
on the effectiveness of involving parents of non-English speaking, special needs and online students.
Findings Supporting Evidence
The administrative team, teachers, and staff of Rosemont High School use
many strategies throughout the year to encourage parents, community
members, and other stakeholders to be involved in the school. The
Student Handbook, which is disseminated and reviewed at the beginning
of the year, provides information about school and district policies,
graduation requirements, academics, athletics, clubs, extracurricular
activities, and safety policies. Parents sign after reviewing the handbook,
and students retain their copy throughout the year; it is also posted on the
school website.
The school website is regularly updated and contains information about
calendar events, athletics, academics, graduation requirements, pathways,
staff contact information, and staff and student recognition. Further
communication is facilitated through the use of multiple social media
platforms such as Remind, Twitter, and Instagram.
The staff at Rosemont High School works to ensure that all parents and
community members feel welcome on campus and feel confident in
contacting the school for any reason. 88% of students reported that their
parents feel comfortable contacting the school via email, phone, or text.
Student Handbook
Rosemont.scusd.edu
Student Survey
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The principal regularly sends home recorded messages to parents about
weekly events, and counselors often use recorded messages, texts, and
emails to keep parents in the loop about upcoming events. Teachers also
email and call parents regularly. 89.2% of students report that their
parents receive regular communication from Rosemont (teachers,
recorded messages, email).
For students and parents, Infinite Campus provides information about
grades and class assignments. Parents are given information at
Orientation and Back-to-School Night about how to access Infinite
Campus. However, while Infinite Campus is a great tool to keep parents
updated on their students’ achievement, 36.2% of students report that
their parents do not know how to access the system.
The marquee in front of the school is updated regularly, when in proper
working order, to provide information about upcoming calendar events
and/or exciting news.
Teachers provide syllabi that outline the expectations and goals of the
class in the beginning of the year, and most teachers require that the
syllabi are signed by both students and their parents to show their
understanding of the expectations.
Grade reports are sent home approximately every six weeks; progress
reports occur midway through each grading period, and report cards are
issued in November, January, April, and June.
AE teachers, including Summer 2018 ELSP teachers, communicate with
parents and administration student progress in AE courses.
The principal begins Messengers to seniors in the fall to remind families
about graduation requirements and criteria for participating in the
graduation ceremony. Principal regularly emails families of seniors who
are failing one or more courses to encourage communication and
participation in interventions such as after-school tutoring.
Back to School Night is held in September of every year, and parents are
encouraged to come and meet their students’ teachers to find out about
class expectations and curriculum.
Essence of Rosemont, which is a combination of an Open House and a
celebration for the community, takes place in April. Clubs and pathways
set up tables, students perform in the quad, and food is sold throughout
the event.
Recorded Messages
Contact Logs
Infinite Campus
Student Survey
Marquee
Signed Syllabi
Grade Reports
AE Data
Messengers
Back to School Sign-ins
Essence Set up Guides
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Parents participate in SARB and SART processes with administration,
counselors, and our attendance technician for students whose attendance
needs to improve. Parents are provided with information designed to help
them to help their students attend school more regularly.
Student orientations take place every August, with a special emphasis on
freshmen and new families, so that school information and learning
expectations are clear, and so that these new students can see all that
Rosemont has to offer. While the format of these orientations has shifted
over the course of the last few years, they are always highly attended by
parents and students.
Community members and parents are invited to judge Senior Projects
every year. Former teachers, current and former parents, Rosemont
alumni, and members of the military choose to give hours of their time to
see what Rosemont students are learning and presenting.
While current and prospective Rosemont parents are always welcome to
visit campus, there are multiple visitation days throughout the year for
parents tour the campus and see the classes in action.
Parent Information Nights are scheduled throughout the year. Each
counselor puts together an Information Night for their respective grade
level, and pathways offer specific evening meetings for parents to learn
more about the programs. Campus visitations for middle school students
take place in the 2nd
quarter of every year, and Parent Nights take place
soon after those to provide information about all of Rosemont so that
parents are aware of learning expectations and offerings at the school.
Rosemont High School’s Homecoming Celebration is one of the most
celebrated events in the community. On the Friday of Homecoming
weekend, student government organizes a parade that includes numerous
elementary schools, Albert Einstein Middle School, Girl Scouts, clubs,
and other community organizations. The district superintendent attends
each year, and the head of the Rosemont Community Association is also
present. Parents and children line the streets all the way from Southport,
along Kiefer Blvd, to Rosemont High School’s parking lot to take part in
the festivities. The Rosemont community eagerly participates to show its
support of the students and staff of Rosemont High School.
The Rosemont School Site Council, which meets once each month,
includes the principal, parents, teachers, other school site personnel, and
students. This body develops the Single Plan for Student Achievement
(SPSA) each year and approves the school budget. It also reviews
achievement and other school data and provides input around improving
school programs.
SARB/SART Reports
Freshmen Orientation
Senior Project Judge Sign-
ups
Visitation schedules
Parent Information
Schedules and Agendas
Middle School Visitations
Homecoming Flyers/Pics
School Site Council Roster
Meeting Agendas/Minutes
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The School Safety Committee is comprised of the principal, one teacher,
one classified employee, a student, a parent, the after-school coordinator,
a campus monitor, an assistant principal, and the school resource officer.
The role of this group is to approve the school safety plan, which is
updated each year by the assistant principal who oversees safety and
climate.
The ELAC committee is represented by one of the Rosemont teachers,
who also teaches our beginning ELD course. Despite numerous attempts
to reach out to our EL parent populations, Rosemont does not have any
EL parents attending ELAC meetings.
Staff, including counselors, custodians, and support staff, translate for
parents at parent/counselor meetings, SST meetings, IEP meetings, and
SARB and 504 meetings.
The PTSA Board meets once monthly and holds general meetings twice
per year. This group, which meets with the principal, reviews school
programs and provides input around areas for improvement. To engage
even more parents in the school programs, they hold a variety of
fundraising events, including Safe and Sober Grad Night. Over the years,
they have supported teachers through small scholarships for instructional
supplies and have also provided breakfast for summer orientations and
teacher appreciation week.
In 2017, a Rosemont parent resurrected an inactive Boosters organization,
and is working to encourage parents to be on campus, supporting the
academic success of all students through involvement in extracurricular
programs.
Parents are always included in IEP meetings and other conferences for
Special Education students. Case managers communicate regularly with
the families of students on their caseloads and also with general education
teachers. One of the Rosemont Assistant Principals meets weekly with
RSP case managers and the school psychologist.
Rosemont is a part of the Home Visit project, but only a small number of
our teachers and classified staff make these visits throughout the school
year. The goal is to do home visits for every incoming freshmen, and
throughout the year for students who are struggling. Rosemont is in the
beginning stages of taking the current practice to scale.
Safety Committee Required
Members Roster
ELAC Agendas/Minutes
Meeting Documents
PTSA Meeting
Agendas/Minutes
Boosters Meeting
Agendas/Minutes
IEP Information
Home Visit Logs
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Use of Community Resources
E1.2. Indicator: The school uses community resources to support student learning.
E1.2. Prompt: Evaluate to what extent the school solicits and employs business and community
resources to support and extend learning. Determine how effectively community members expertise
and services, such as professional services, business partnerships, guest speakers, job fairs, field
trips to local employers, and evaluation of student projects and classroom presentations, provide
real world applications of the learning standards and schoolwide learning outcomes.
Findings Supporting Evidence
Community involvement is key for our Pathway programs.
● Culinary students work with some of the top restaurants and chefs
in the Sacramento area. Partnerships include: Mulvaney’s B&L,
Slow Food Sacramento, The Red Rabbit, Shoki Ramen House,
and American River College’s Hospitality Management Program.
Many Culinary students have been “discovered” through their
work in Rosemont’s program, and students are not only employed
with many of these partners, but also at places such as KRU and
OBO, both of which are run by well-respected Sacramento
culinary greats.
● ECD has created multiple industry partnerships to benefit students
including: APMC (Associated Plumbing and Metal Contractors),
Schetter Electric, Lawson Mechanical, U.A. Local Union 447 -
Plumbers and Pipefitters, IBEW Local 340 - International
Brotherhood of Electrical Workers, SMUD, Joint Apprenticeship
Committee for the Plumbing and Pipefitting Industry, and
Milwaukee Tools.
● LEAD students volunteer regularly at local elementary schools
and organizations to learn the value of giving back to their
community; past volunteering locations include: Shriners
Hospital, Society for the Blind, St. John’s Women’s and
Children’s Shelter, VA Hospital, Front Street Animal Shelter,
Glass Slipper, Days for Girls, 4th
R, and multiple other local
organizations.
Throughout the year, counselors work with representatives from colleges
to present at Parent Nights, offer workshops for students, set up
informational tables during lunchtime and Essence of Rosemont, and
assist with the college application process. Los Rios Community
Colleges, CSU Sacramento, UC Davis, UC Irvine, and UC Merced are
just some of the schools that provide yearly information to our students.
College field trips are also a part of these connections. In the 2017-2018
school year, SCUSD paid for sophomores to attend UC Merced, Chico
State, and Sac State and will provide funding for sophomores again in
2018-19.
Advisory Meeting
Agendas/Sign-in Sheets
College Information
Presentations
Agendas
College Field Trip Data
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Rosemont also works with local agencies to take students to college fairs
such as the HBCU Fair and SCUSD’s early College Fair.
Cal-SOAP, which is an organization run by Sacramento County Office of
Education, presents yearly to junior and senior classes about college
opportunities, application requirements, and transition to college. They
also sponsor a yearly Cash for College night on the Rosemont campus to
help students complete the FAFSA.
Rosemont High School’s community involvement also helps with
scholarship opportunities for students. The Rosemont Community
Association, Cal-SOAP, and SCTA all offer scholarships each year for
students who are planning to attend college.
The Rosemont community is welcome at all sporting events. Parents,
family members, and other community members often attend games
regardless of whether they know a student who is participating.
Rosemont’s principal regularly attends community meetings to gain
insight from parents about their needs for their students and how
Rosemont High School can continue to evolve and grow to meet those
needs. Small Rosemont sub-communities such as College Glen/College
Greens publish a newsletter four times a year that the principal writes an
article for and also attends their meetings. Additionally, the Rosemont
Community Association holds Food Truck Events in the Rosemont Park,
and representatives from Rosemont High School, such as our faculty
band, regularly attend.
Rosemont High School’s Student Government works yearly with Blood
Source and the Leukemia/Lymphoma Society as a way to become civic-
minded, socially aware individuals. Through giving blood and
participating in Pennies for Patients, students understand the need to give
back to their community. Additionally, Rosemont staff, students, and
families participate every year in Run to Feed the Hungry, which takes
place on Thanksgiving morning and is one of Sacramento’s largest
fundraising races.
As a part of their work with the ERWC curriculum, English 12 teachers
work regularly with Sacramento City College to help students gain the
writing and critical thinking skills to be able to enroll directly into credit-
earning English classes at the community college. A specific SCC faculty
member also works regularly with the ERWC teachers to norm grading,
identify trends, and analyze the impact of strategies on student writing.
Rosemont’s Honors Geology class also pairs with Sacramento City
College to create a dual-enrollment opportunity for students.
HBCU and SCUSD Info
Cal-SOAP and Cash for
College information
Scholarship Information
Attendance Pics
Newsletters
Pictures
Data from Blood Source,
Pennies for Patients, and
Run
SCC Agendas and ERWC
Work Samples
Geology MOU
Geology Course Syllabus
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While students some pathways and classes regularly experience guest
speakers and go on field trips, many do not; in the Fall 2018 survey,
44.5% of students reported that they do not often have guest speakers, and
46.6 reported that they do not often experience field trips
Student Survey
E2. School Environment Criterion
The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is
characterized by trust, professionalism, high expectations for all students, and a focus on continuous
school improvement.
Online Programs: iNACOL Standard P: Organizational Support: A quality online program has
organizational support to oversee the instructional learning environment as it is conveyed through
technology. Some organizational support services may be distributed between the programs and other
entities, depending on the physical location where the students are taking their online courses.
[iNACOL Standard P, 2009]
Indicators with Prompts
Safe, Clean, and Orderly Environment
E2.1. Indicator: The school has existing policies and regulations and uses its resources to ensure a safe,
clean, and orderly place that nurtures learning, including internet safety and Uniform Complaint
Procedures.
Effectiveness of the school’s practices and procedures for all aspects of student safety including:
effective operating procedures for internet safety, bullying, drug and alcohol abuse education and
intervention, conflict intervention, use of derogatory or hateful language especially in the context of
race or gender, disaster preparedness and other safety topics of local concern that may interfere with
learning.
Findings Supporting Evidence
Rosemont High School has four administrators and five hall monitors
who regular monitor activity in all areas of the campus to ensure that
students are safe before and after school, during passing periods, and at
lunch, as well as during class time. There are specific posts during the
times when all students are out, so both students and staff know where to
look if they need assistance in any way. 93.8% of students agree that
administrators are visible on campus and can be easily located.
Through the Sacramento City Police Department, Rosemont has one
assigned SRO who works closely with administration to ensure overall
campus safety. There is also a surveillance camera system that provides a
view of campus activity at all times. However, only 77.9% of students
say they feel safe from harm on campus, so administration and staff
recognize to the need to identify and address why students feel unsafe.
Staffing
Map of Posts
Student Survey
Staffing
Student Survey
Cameras
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Buildings and classrooms have intruder-protection locks on doors, and
some teachers also have lockdown magnets in place that can easily be
removed in case of an emergency. Both of these are designed to reduce
the amount of time necessary for teachers to be able to secure their rooms
and ensure student safety.
Campus gates are in place around at all entrances of the campus to help
deter intruders from entering. Visitors must enter through the front of the
school and sign in to receive a visitor’s pass. In the past year, Rosemont
has worked to create a policy about locking and securing gates in the day
that not only ensures that students are kept safe from anyone trying to
enter but also allows for them to exit swiftly in the case of an emergency.
Administration is still in the process of working with local authorities and
district personnel to find the best solution to this issue given the
placement/types of gates on campus.
Safety and disaster drills (fire, campus intruder/lockdown, and
earthquake) are conducted as required by district policy, which is one
time per semester. Students and staff know the difference in the
alarms/sirens used; however, 23.3% students state that they do not feel
prepared for an emergency situation, so Rosemont needs ensure that
these students understand proper safety procedures.
Staff received a school intruder/active shooter training in the 2017-2018
school year and were instructed in the best ways to respond in
emergencies such as those and given the opportunities to ask questions
about protocol in case of such an event. Many teachers also have a
“lockdown” backpacks stored in their classrooms; these backpacks
contain general first aid supplies that can be used in case of extended
time and/or injuries in a classroom during lockdown.
First aid kits and emergency supplies are available in the front office.
Nine Automated External Defibrillator (AED) machines are also placed
around campus (J Building hallway; Front Office main entrance; Large
Theater foyer; Stadium Press Box; Pool supply area; Gym foyer;
Cafeteria; Upper C Building - backside east; Lower C Building -
frontside west). The school is required by the district to keep, update, and
submit a safety plan each year.
At the beginning of every year, Rosemont students review the Student
Handbook, which details all expectations for behavior, including
appropriate internet usage and potential consequences for misuse. Parents
also have the option to not allow students to access the internet while on
campus. Rosemont’s SRO works closely with administration in instances
of social media harassment to educate students on the severity of
inappropriate online behavior.
Lockdown magnets
Doors
School Map
Visitors’ Log
Drill Protocols/Schedules
Active Shooter Training
Backpacks
Emergency supplies, AED
machines, and safety plan
Student Handbook
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Rosemont’s plant manager, facilities maintenance, and custodial staff are
phenomenal. Not only do they work both day and night shifts to ensure
the cleanliness of the campus during the school, but they also work in the
summer to prepare all classrooms for the start of the year. The plant
manager works quickly to fulfill overall maintenance requests, especially
those that impact student learning (burned out lights, HVAC issues,
classroom concerns).
Since the 2012-2013 school year, Rosemont has boasted a well-
organized, environmentally-conscious recycling program. With a grant
earned six years ago, students were able to purchase paper and aluminum
recycling containers that were placed in each teacher’s classroom and
emptied on a bi-weekly basis. Additionally, large bins were purchased to
facilitate the overall collection.
Rosemont’s staff works to ensure that all classrooms are clean and safe
by integrating strict safety procedures into both the Student Handbook
and syllabi that are made available to all students. These safety
procedures are incorporated into science classes, ECD classes, and
weight training/PE classes. Additionally, in the culinary classes, students
are trained in proper safety and handling of knives as well as of products
to ensure their own physical safety and the health of other students.
Beginning in the 2016-2017 school year, Rosemont created a new bell
schedule to address the district-wide implementation of Collaborative
Time, and the current bell schedule has been in place since then, which
has provided consistency and familiarity for staff, students, and families.
Frequent tardy sweeps ensure better attendance and fewer disruptions.
Music is played one minute prior to the bell to alert students to the time
they have until they are expected to be in classrooms and in their seats.
Loitering during passing period is discouraged by monitors,
administrators, and teachers, all of whom urge students to get to class on
time.
Rosemont administration discourages the issuance of bathroom passes
during the first and last 15 minutes of each period, which helps keep
hallways calmer and allows teachers to begin and end lessons in a more
consistent fashion.
Staff and students are informed of upcoming events and other pertinent
information during daily bulletins and/or video news during 4th
period
classes. A Rosemont student reads bulletin announcements over the
intercom on Tuesdays and Thursdays, and video news segments are
shown on Mondays, Wednesdays, and Fridays.
Cleanliness of Campus
Work Orders
Recycling Bins and
Environmental Club
Agendas
Rosemont Campus
Student Handbook
Syllabi
Culinary Classroom
Procedures
Bell schedule forms and
period bells
RHS website
Tardy Sweep Data
Music
Student Handbook; Teacher
Syllabi
Bulletins and RTV
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E2.1. Prompt: Determine the extent to which the school has implemented policies and committed
resources to ensure a safe, clean, and orderly environment that nurtures learning.
Expectations/Concern for Students
E2.2. Indicator: The school demonstrates caring, concern, and high expectations for students in an
environment that honors individual differences and is conducive to learning.
E2.2. Prompt: Evaluate to what extent the school has created and supported an atmosphere of caring,
concern, and high expectations for students in an environment that honors individual differences.
Determine how effectively school policies, programs and procedures support student learning by
examining information such as: proportionality of discipline data, use of positive behavior strategies by
staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other information
or practices that support a caring, learning environment.
Findings Supporting Evidence
Rosemont High School works to maintain a positive learning
environment that is free from harassment, including any conduct or
communication that harms/injures others in physical or verbal ways
based on race, ethnicity, color, creed, national origin, religion, gender, or
sexual orientation. As a part of this mission, Rosemont teachers have
been encouraged to use a restorative approach to classroom
management.
Many English classes discuss the importance of individuality, respect,
self-expression, and empathy through thematic units designed to have
students explore the concepts and how they relate to today’s youth.
Additionally, the curricula include a wide variety of cultures and
ethnicities and represent artists and authors from all around the world.
In social science classes, achievements and progress of minority and
underrepresented groups throughout history are highlighted and
celebrated.
Rosemont clubs play a significant role in promoting school
improvement. Campus clubs dedicated to peace, tolerance and student
support include LGTBQ+, CSF, BSU, Key Club, and ASB.
At Rosemont’s yearly Essence of Rosemont, diversity and
multiculturalism are celebrated in the booths that the students create, the
food they sell, the information they provide, and the interest shown by
community, staff, and students.
The Autism Awareness club works to promote understanding of what
Autism is and help Rosemont’s autistic students to feel included in
campus activities. Every April, the club runs games at lunch, presents
statistics about autism, and works to provide inclusion and respect to all.
Bulletins
Restorative Questions Card
Classroom Observations
Social Science curriculum
Rosemont clubs
Essence of Rosemont pics
Autism Awareness activities
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As a Senior Legacy Project, two students every year put on a dance for
students at Rosemont with special needs. Students with all types of
disabilities are invited along with other students, staff members, and
families to participate in the dance. The DJ club supplies music, much of
the food is donated, and the students come together to show their respect
for diversity.
Senior Project PPT
Atmosphere of Trust, Respect, and Professionalism
E2.3. Indicator: The school has an atmosphere of trust, respect, and professionalism.
E2.3. Prompt: Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and
professionalism. Examine the quality and consistency of communication and collaboration between and
among the school’s leadership, staff and stakeholders; this includes the degree to which stakeholders
are involved in the review of the Single Plan for Student Achievement and District’s Local Control
Accountability Plan and to what extent they are included in decision-making.
Findings Supporting Evidence
Prior to 2014-2015, Rosemont struggled with regular turnover of
administrators, which impacted the level of trust between administration
and staff. Since that year, there has been a relatively stable
administrative team (only two changes in five years), which has fostered
much more trust, respect, camaraderie, and professionalism amongst all
stakeholders.
Over 90% of staff surveyed feel that they are treated with respect and
88% feel supported by administrators. Trust among all stakeholders is
crucial in relation to ensuring student achievement, and while these
numbers are positive, Rosemont recognizes that work still needs to be
done to ensure that all staff feel respected and supported.
Communication has become more transparent and frequent among all
stakeholders. With the website being regularly updated, people have 24-
hour access to information; families also have that same round-the-clock
ability to access students’ grades on Infinite Campus. Rosemont’s
principal regularly communicates with families through Messenger, and
email is used weekly for staff bulletins, updated information, and
important news.
While Rosemont has made strides in the right direction, staff still feels
that more collaboration should take place in terms of disciplinary issues
for students. 70% of teachers feel that administrators and teachers work
together when problems arise, and only 68.6% feel satisfied with the
school’s disciplinary procedures. Some changes that have taken place in
the current school year are in response to these staff concerns, and more
data needs to be collected to determine if the rates have altered.
HR Data
Staff Survey Results
Staff Survey
Website
Parent Survey
Infinite Campus Logs
Bulletins
Staff Survey
Discipline Procedures
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With the shift to primary teams during CT, teachers have worked to
establish professional and personal norms in meetings. Outside of CT,
different groups of teachers collaborate and allow each other into
classrooms to view lessons, seminars, activities, etc. to foster a more
unified approach both within and across disciplines. Although this work
is taking place, only 71.4% of teachers feel that communication is strong
between teachers.
One of the findings that has come from the work on this self-study is
that Rosemont was lacking a common vision; only 72.8% of survey
respondents felt that there was one. To remedy that, administration
worked with teachers in fall 2017 to create a vision that reflected all
teachers’ beliefs. From this work, Rosemont’s new vision statement was
born, and through the WASC Focus Group work throughout last year
and into this one, the new ESLOs were created. All current stakeholders
have had the opportunity to provide feedback not only on the WASC
process, but also on the refined vision and ESLOs.
Staff committees such as the Sunshine Committee and the Moonlight
Committee work to organize regular staff gatherings to increase
camaraderie, bond staff, and provide an opportunity for people to get to
know each other outside of departments. Gatherings such as Winter
Celebrations, End-of-the-Year Parties, and other impromptu get-
togethers have provided the opportunity for people to come together
more often.
The School Site Plan (SPSA) is developed with feedback from the
School Site Council and the PTSA. The final SPSA is approved at a
public meeting of the School Site Council.
CT Agendas
Staff Survey
Observations
Email Correspondence
Staff Survey
Vision Post-its
New Vision and ESLOs
Invitations, Agendas
PTSA/School Site Council
Meeting Agendas
SPSA Signature Page
E3. Personal and Academic Student Support Criterion
All students receive appropriate academic support and intervention to help ensure school, college, and
career success. Students with special talents and/or needs have access to a system of personal support
services, activities, and opportunities at the school. These are enhanced by business, industry, and the
community.
Online Programs: iNACOL Standard N: Organizational Support: A quality online program has
student support services to address the various needs of students at different levels within the
organization. The levels of support are appropriate and adequate for a student’s success. [iNACOL
Standard N, 2009]
Online Programs: iNACOL Standard O: Guidance Services: A quality online program has
guidance services to support students and parents to ensure success of the online program. Depending
on the program, these services are either directly provided by the program or a service provider, or in
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the case of supplemental programs, these services may be provided by the local school. [iNACOL
Standard O, 2009]
Indicators with Prompts
Adequate Personalized Support
E3.1. Indicator: The school has available and adequate services to support student’s academic and
personal needs.
E3.1. Prompt: Evaluate the availability and effectiveness of academic and personal support services,
including referral services, to support students in such areas as physical and mental health, and career,
academic and personal counseling, including an individualized learning plan.
Findings Supporting Evidence
To promote student academic success, Rosemont provides support to
students at all performance levels. In addition to the support the school
provides, students work with counselors, administrators, special
education case managers, and teachers to develop, work towards, and
accomplish their individual learning plan.
Rosemont offers a wide variety of courses to meet student academic
needs and appeal to student interests. Data which breaks down
enrollment in classes by subgroups confirms that there is an even
distribution of students in advanced classes, regular classes, and
electives regardless of ethnicity, language group, or country of origin.
The distribution of special education students within visual and
performing arts classes also shows equal access for these populations.
Students who are credit deficient may take missing courses through AE
during zero and/or 7th period. If there is room in the classes students
need, there is also the option to repeat that class during the school day.
Due to a lack of district funding, summer school programs have been
relatively nonexistent for much of the past six years. However, for the
summer following the 2017-2018 school year, the district funded
summer school for credit recovery on Rosemont’s campus. Throughout
the course of eight weeks, approximately 180 students made up 260
courses for a total of 2750 credits, which is increasing their ability to
graduate on time.
Rosemont’s four academic counselors review student learning plans at
the beginning of every school year. Each counselor examines learning
plans by grade level and uses transcripts to assess progress towards
graduation. In addition, the school’s registrar audits transcripts in
November and updates graduation requirement checklists available on
Master schedule
Infinite Campus enrollment
data
Online Credit Recovery
Summer School Data
Transcripts
Counselor and Registrar Logs
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Infinite Campus at the end of every semester.
11th and 12th
graders participate in academic advising sessions provided
by Cal-SOAP, a community collaborative from the Sacramento County
Office of Education that ensures students equal access to college
planning and information. Cal-SOAP meets with 11th
graders two times
per year to review transcripts and complete progress forms related to
completion of college admission requirements. Students in 12th
grade
participate in this process four times per year to ensure that their
individual learning plans correspond with college requirements if the
student is considering pursuing a college education.
Counselors meet with students and their families on an individual basis
throughout the year to review transcripts and discuss
academic/vocational plans for the student taking into account their
interests, skills, and abilities. Post-secondary plans, including college
and career plans, are addressed with the student and his/her family.
Each grade level has an evening to meet with the counseling staff to
address topics that address student achievement which include tutoring,
graduation requirements, post-secondary options (college admissions
and vocational/career information), college entrance testing, and college
financial aid. Each family receives their student’s transcript and the
counseling staff walks through expectations and requirements.
Rosemont has fostered partnerships with Dignity Health, River Oak
Center for Children, Cordova Parks and Recreation District, UC Davis
Child and Adolescent Psychiatry, Sac State Division of Social Work,
Sac State College of Education and the US Marine Corps, and Kaiser
Permanente and incorporated available services into the schoolwide
intervention plan.
Students with Special Education needs each have one case manager who
coordinates support and intervention with all general education and
special education teachers as well as support staff. Academic support is
defined by the services, accommodations, and modifications listed in the
Individual Education Plan for each student participating in special
education. In addition, students with IEPs receive additional academic
support through co-teaching and/or self-contained environments.
For students in special education who have specialized services
indicated in their IEP, the district provides a nurse, a psychologist, a
behavior intervention specialist, a speech pathologist, an inclusion
specialist, vision and mobility specialists, as well as mental health
providers employed by the district and outside agencies.
Cal-SOAP resources
Counselor Logs
Counselor Logs
Partnership Documents
IEPs
Staffing
IEPs
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Following state and national trends, Rosemont does not offer specific
SDAIE classes; instead, EL students are given the opportunity to take a
single support period of EL in addition to taking their college
preparatory classes. However, students who have recently arrived in the
United States and need more intensive language instruction take the EL
class as a stand-alone class in place of their specific grade level of
English.
To promote good attendance among students with a history of
attendance problems, Rosemont adheres to the SART/SARB process
and invites parents to an annual meeting once attendance records show
their student is not attending regularly. The school uses attendance
contracts adapted to each student who requires support in this area and
conducts unannounced tardy sweeps to ensure students attend class on
time.
Rosemont staff members are encouraged to support students by
participating in the Home Visit Program. While all participating staff
members have reported that Home Visits are beneficial and productive
to staff, students, and parents, Rosemont recognizes that increased
participation is necessary. The number of staff members doing home
visits is currently limited to a few teachers, the administrators,
counselors, and the school’s resource officer.
Students in special education are eligible for transition support services
that include training in pre-employment skills, job placement, and other
workability services facilitated by a district workability specialist.
In accordance with Sacramento City Unified School District’s mission
to provide students with the widest array of options upon graduation and
to promote equity and access for all, students who are in 9th
, 10th
, and
11th
grade take the PSAT in October; 11th
grade students also take the
SAT in the spring. Previously, only 10th
grade students and a small
number of 11th
grade students took the PSAT, and only students who
qualified for Free & Reduced lunch could get a fee waiver for the SAT.
Rosemont promotes student improvement school-wide through student
recognition. The school holds Senior Awards Night in the spring,
encourages all teachers to nominate students of the month, rewards
nominated students with the Golden Wolverine Award, and recognizes
students who are on honor roll each semester. Student success is
celebrated throughout the year. This ultimately reinforces expectations
by rewarding students for academic achievement, outstanding
citizenship, excellence in athletics and attendance, as well as
improvement in each of those areas.
Master schedule
SART/SARB letters
Infinite Campus attendance
records
Attendance contracts
Home visit logs
IEP transition plans
Workability program
PSAT/SAT Data
Senior Awards Programs
Golden Wolverine Data
Honor Roll
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E3.1. Additional Online Instruction Prompts: Comment on the availability and adequacy of the
academic counseling, college preparation support, personal counseling, and health services provided
for the students involved in online instruction.
Findings Supporting Evidence
While AE itself does not contain a counseling component, Rosemont
counselors and the ASSETs director regularly meets with students
regarding their online progress.
Counselor Logs
Support and Intervention Strategies Used for Student Growth/Development
E3.2. Indicator: Strategies are used by the school leadership and staff to develop and implement
personalized multi-tiered intervention approaches to learning and alternative instructional options.
E3.2 Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and
staff to develop and implement personalized multi-tiered intervention approaches to learning and
alternative instructional options which allow access to and progress in the rigorous standards-based
curriculum.
Findings Supporting Evidence
Teachers are working to expand their instructional strategies, such as
differentiation. Through using data from benchmarks and common
assignments, teachers can better assess student learning and mastery in
order to determine the need for re-teaching or other needs.
ASSETs provides after school tutoring every day. Individual teachers
also offer tutoring on their own.
All students, regardless of pathway involvement, have counselors who
regularly assess their progress towards graduation; however, those in a
pathway also have the program leads who check in with them regularly
regarding their progress and intervene when necessary.
Rosemont High School’s Special Education department adheres to
standards-based instruction. Many special needs students are scheduled
into general education classes, and some are in co-taught classes in
English, math, and science. Additionally, many of these students have a
qualified aide to assist in the classroom. Students with special needs are
taught the same curriculum and are expected to meet the standards, but
they also receive accommodations and/or modifications facilitated by a
highly qualified Special Education teacher.
Rosemont counselors and members from The California College
Guidance Initiative (CCGI or the Initiative) visit classrooms at all grade
levels at least two times per year. CCGI provides a data and planning
infrastructure that helps to increase postsecondary preparation and
attainment for students in California.
Staff & Student Survey
ASSETs Sign-in Sheets
Contact Logs
IEPs
Lessons Plans
CCGI Counselor Logs
CCGI accounts
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E3.2. Additional Online Instruction Prompt: Provide evidence that the processes and strategies are
effective for incoming students with regard to orientation or induction and the ongoing monitoring and
support of the students to ensure all have a full opportunity for academic success.
Findings Supporting Evidence
Students enrolled in AE regularly meet with counselors regarding their
progress in classes during the school year. In summer, students met
with the counselor as well as the principal each time they were ready to
finish a class and potentially move on to the next one.
AE reports
Counselor Logs
Support Services – Multi-Tiered Interventions and Student Learning
E3.3. Indicator: The school leadership and staff ensure that the support services and related activities
have a direct relationship to student involvement in learning based on the schoolwide learner outcomes
and academic standards, e.g., within and outside the classroom, for all students, including the EL, high
achievers, special education, and other programs.
E3.3. Prompt: Evaluate the extent to which student learning needs are accurately identified in a timely
manner and the appropriate support and intervention services are provided. Examine how the school
monitors the effectiveness and appropriateness of intervention for each student within and outside the
classroom.
Findings Supporting Evidence
Incoming 9th
grade students are placed into their classes based on their
transcripts and counselor recommendations; within the first few weeks
of school, administration and counselors make adjustments if students
have been placed incorrectly due to performance on diagnostic
assessments, teacher recommendation, or further transcript evaluation.
In all classes, teachers identify students who are in need of intervention
through results of both formal and informal assessment. One-on-one
teacher/student conferences, parent notification, and/or counselor contact
are then used to help students meet the standards. While staff have
moved towards assessing students more frequently and regularly,
Rosemont recognizes the need to create more of a process to engage
students who are not engaged in learning.
ASSETs students are provided with teachers, tutors, and other staff
members who regularly meet with them to ensure their growth in the
credit recovery portion of the after school enrichment program. Students
in enrichment classes also have support to help them succeed.
Course Selection Sheets
Correspondence with Feeder
Sites
Assessments/Teacher Recs
Transcripts
Assessments
Infinite Campus
ASSETs Staff Responsibilities
ASSETs enrollment
E3.3. Additional Online Instruction Prompt: Evaluate the extent to which the support services and
related activities have a direct relationship to student involvement in learning with respect to equity of
access, availability of computers and internet.
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Findings Supporting Evidence
ASSETs has access to the library, including 15 HP desktop computers
and a cart (35) of Apple MacBooks for the after-school tutoring lab from
3pm to 6pm.
ASSETs Sign-in Sheets
Equitable Support to Enable All Students Access to a Rigorous Curriculum
E3.4. Indicator: Through the use of equitable support all students have access to a challenging,
relevant, and coherent curriculum.
E3.4. Prompt: Evaluate the school’s effectiveness in regularly examining demographic distribution of
students for disproportionality throughout the class offerings (e.g., master class schedule and class
enrollments).
Findings Supporting Evidence
Rosemont’s administration works with counselors and departments to
provide a master schedule that reflects the needs of its students. Rosemont
realizes that students’ needs vary, and a multitude of options have to be
available for all of them. With the district’s push in the 2017-2018 year to
ensure that more students are A-G ready, more students than ever are
enrolled in college preparatory classes in order to give them the widest
array of options upon graduation.
In order to challenge the academic needs of our advanced student
population, any student who is interested in taking AP English and social
science classes can take an assessment to determine whether the class is
the correct placement for them; for other AP classes, teacher
recommendation is required. While all students have access to these
classes, Rosemont believes that it is important to ensure that students are
placed in appropriate classes.
For those students who are involved in a variety of extracurricular or other
activities, Rosemont offers 0 and 7th
period classes. 0 period classes allow
for students to take classes such as PE, which opens up their schedule
throughout the next six periods to be able to take core classes, world
language, and electives as opposed to having to choose between those.
Additionally, 7th
period classes offer enrichment such as Marching Band
and Play Production, so students can earn elective and Fine Arts credits
after school as well.
Once the school year begins, administration and counselors work hard to
balance classes. Counselors meet with students during January and
February to help select classes for the next year.
Master Schedule
A-G Reports
AP Assessments
AP Enrollment
Master Schedule
Course Selection Sheets
Master Schedule
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Co-Curricular Activities
E3.5. Indicator: The school ensures that there is a high level of student involvement in curricular and
co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and
career-readiness standards.
E3.5. Prompt: Evaluate the availability to and involvement of students in curricular and co-curricular
activities. Determine the effectiveness of the extent to which co-curricular activities link to the
schoolwide learner outcomes and academic standards. Examine the process that the school utilizes to
evaluate the level of involvement for all students in a variety of activities.
Findings Supporting Evidence
Rosemont High School excels when it comes to curricular and
extracurricular opportunities for students. Students can join athletics,
student government, music, and many types of clubs in order to find their
own niche within our school. In connection to our newly defined ESLOs,
Rosemont’s range of activities enables students to find opportunities for
personal and academic growth, collaborate with others, impact the
community, think critically, and embrace diversity.
Information about sports and clubs are broadcast through RTV and
intercom announcements. Additionally, Club Rush takes place every
September, and booths are set up at lunch for students to see what types of
clubs are available to them. Students who are interested in starting a club
on their own can do so by securing a faculty advisor and going through
ASB to file paperwork.
Athletics are strong at Rosemont. All sports require students to collaborate
with others, challenge themselves to grow, approach problems in unique
ways, and work with teammates to achieve specific outcomes. Throughout
the course of the last six years, Rosemont athletes have gone to playoffs
regularly, earned state titles, received personal recognition in Sac-Joaquin
section, and gained athletic scholarships. Year-round, students can be
involved in a plethora of sports.
Fall Sports include:
● Football (55 students)
● Volleyball (45 students)
● Cross-Country (15 students)
● Water Polo (25 students)
● Girls Golf (8 students)
● Cheer (30 students)
Winter Sports include:
● Girls Basketball (20 students)
● Boys Basketball (28 students)
● Wrestling (30 students)
ESLOs
Club Offerings
Student Bulletin
RTV
Club Rush Set-up
Club Approvals
Student Handbook
Sports Rosters
Awards
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● Girls Soccer (40 students)
● Boys Soccer (35 students)
Spring Sports include:
● Track (110 students)
● Baseball (30 students)
● Softball (30 students)
● Boys Golf (8 students)
● Swimming (25 students)
Associated Student Body (ASB) and Student Government at Rosemont
continue to thrive. Students learn leadership and collaboration skills, work
with others to achieve goals, problem solve regularly, and ignite school
spirit within the school and community. Approximately 75 students take 0
period and/or 4th
period classes to be a part of ASB/Student Government,
and they learn the roles of government through their positions as president,
vice-president, secretary, treasurer, commissioner, and committee
members. Meetings follow Roberts Rules and Procedures, which teaches
students the proper way to run meetings.
Rosemont’s music program is the only comprehensive music program in
the district. The makeup of classes offers the opportunity for students to
challenge themselves, work with others, develop skills that help in other
disciplines, and create a lifelong passion.
Band: 55 students (Two Sections)
● Wind Ensemble
● Concert Band
Strings: 45 Students (One Section)
● String Orchestra
● Chamber Orchestra
Choir: 30 students (One Section)
● Mostly pop tunes, with plans to expand repertoire
● Includes several students with special needs
Marching Band: 42 students (One Section)
● 30 instrumentalists, 12 guard
● Parade (Competes in NCBA circuit)
Winter Percussion/Guard: Roughly 40 students
● 30 percussion, 10 guard
● Both compete in NCBA circuit
ASB Guidelines
Minutes/Agendas
Class Rosters
rosemontmusic.net/
Class Rosters
Awards
Master Schedule
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Jazz Band: 15 students
● After school during Spring
● Not officially a class, but meets after school during 7th
period time
(Spring)
Clubs at Rosemont provide students with the opportunity to meet peers
with similar interests, further their own ideas, collaborate with others,
learn about new cultures and beliefs, respect diversity, and, in some cases,
give back to the community around them. Official clubs at Rosemont
include:
● Black Student Union
● California Scholarship Federation
● Checkmate Chess
● CREATE
● DJ Club
● Dungeons and Dragons
● Environmental Club
● Infires K-Pop Club
● Key Club
● Latino Club
● LGBQT+
● National Honor Society
● Robotics
7th
period offerings such as Robotics and Play Production provide students
with the opportunity to explore those interests. Robotics has excelled in
local and national competitions, and students in the class also participate
regularly in Rosemont rallies. Students in Play Production cultivate their
interest in performing by learning acting techniques, designing sets,
managing productions, auditioning for roles, and performing in school
plays.
Club Paperwork/Minutes
Class Rosters
Programs/Playbills
E3.5. Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of
socialization for the students and involvement in the school. Provide evidence about the effectiveness of
the students’ involvement in school and community activities, such as clubs, yearbook, newsletter,
newspaper, field trips, volunteer work, service projects, college courses, etc.
Findings Supporting Evidence
Students who are enrolled in AE are regular-day students at Rosemont as
well; the opportunities for involvement for these students are the same as
non-AE students. Additionally, many of those who are in AE take classes
after school through ASSETs, which offers them opportunities to explore
other interests as well.
Scheduling/Rosters
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ACS WASC Category E. School Culture and Support for Student Personal and Academic
Growth: Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category E are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified critical learner needs (Task 2, Chapter II).
Summary (including comments about the preliminary identified critical learner needs)
Rosemont High School is a safe, welcoming place for students, parents, and community members.
Student involvement in activities such as sports and clubs is strong, and most have found a way to
connect with the campus. Teachers, counselors, administrators, and support staff genuinely care about
students’ academic and personal growth, and often go above and beyond to help students with whatever
they need. While there are multiple areas where Rosemont shines, there is still a need to create more
systematic intervention to help struggling students, connect them to the school, and help them to
understand the importance of a high school education. Additionally, because the Rosemont community
itself is not growing, more community outreach needs to happen in order for enrollment to increase so
that flourishing programs like Culinary, ECD, LEAD, and Music can continue to grow. Lastly, though
there have been recent changes in disciplinary procedures and a reduction in suspensions, staff members
still identify a need to create a more transparent, consistent disciplinary program that utilizes restorative
practices.
Prioritize the strengths and areas for growth for Category E.
Category E: School Culture and Support for Student Personal and Academic Growth:
Areas of Strength
● Student involvement in curricular and extracurricular activities is high, which shows the
connection that students feel with the school.
● Pathways provide individual learning choices for students who already have interest in specific
areas, and the electives offered within these pathways introduce students to new classes and
ideas.
● Class offerings outside of the regular school day enable students to take more classes, which can
allow them to graduate early or take more classes to deepen their interest and understanding in
specific subjects.
● Communication among all stakeholders has increased, which has allowed all parties to be more
informed and aware of what is happening at Rosemont.
● Respect and professionalism have increased between staff and administration.
● Rosemont’s campus is safe and clean.
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Category E: School Culture and Support for Student Personal and Academic Growth:
Areas of Growth
● Parental involvement is limited. Opportunities are provided, but parents rarely participate.
● Teachers believe that there needs to be more collaboration between teachers and administrators
in regards to disciplinary action.
● Master scheduling should include more input from departments.
● A stronger, more transparent intervention system needs to be in place.
● Rosemont administration needs to provide more opportunities for the staff to examine discipline
data and learn about restorative alternatives to suspension.
● Rosemont staff need to strengthen community outreach to increase enrollment and retention.
● Rosemont teachers need to strengthen connections between instruction and real world
application.
● Rosemont counselors need to reinforce connections between their high school choices and
college and career readiness.
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Prioritized Areas of Growth Needs from Categories A through E
● Although opportunity exists, parental involvement is still relatively low at many events and more
needs to be done to engage parents in both academic and sporting events.
● While the Pathways have grown, more needs to be done to attract and retain students throughout
their years at Rosemont, and the Arts/Media pathway needs to be developed.
● Not all staff members consistently enforce or follow school policies, which sends an inconsistent
message to students about what is acceptable.
● Freshmen students need more programs to help acclimate them to high school, as evidenced by
the high referral rate and number of failing grades.
● Rosemont as a whole needs to address the apathy of students; only 31% choose to take classes
that are most challenging to them.
● Rosemont needs to continue to develop a schoolwide system of intervention in terms of both
academics and behavior.
● Professional development, both on-site and through the district, is severely lacking and needs to
increase in a numbers of areas (EL instruction, new standards adoption, co-teaching, data
analysis).
● Even though there are more computers available, Rosemont should work toward having carts
available in each class to meet the demands of the new curriculum that relies heavily on
technology.
● While safety is a pressing concern, many teachers do not have access to buildings and gates that
allow them to enter after a certain time or even leave the premises at times.
● Common assessments are being utilized in some departments, but the analysis of the results and
how that data can inform instruction isn't being addressed/utilized; more collaboration time
within the school day as well as more collaboration opportunities could assist with this.
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Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs
Summarize the identified critical student learning needs based on profile and Focus Group
findings.
Through the collaborative self-study process, staff analyzed school and student data for trends and
evidence for areas in which the school is doing well and for areas where there is still a need for growth.
In addition, the WASC self-study process of forming focus groups (organization, instruction,
curriculum, assessment, and culture) also supported the need for further collaboration in determining the
areas of greatest need. These findings, which helped to narrow our focus and determine our Critical
Student Learning Needs, were used to help create the school’s action plan for the next six years. These
Critical Student Learning Needs focus on all students as well as those in specific subgroups and content
areas. From this work, the Rosemont staff identified four Critical Student Learning Needs:
Critical Student Learning Need #1
Create, implement, and monitor a set of procedures, practices, and shared expectations to
facilitate communication between all shareholders, improve the level of organization, and prepare
students for success.
This Critical Learning Need, identified through the 2013 Self-Study, continues to be an area for growth
as identified by focus groups as well as staff and student surveys, and it aligns with all four of the
SCUSD LCAP goals:
1. College, Career and Life Ready Graduates: SCUSD will challenge and support all students to
actively engage in rigorous and relevant curriculum that prepares them for college, career, and a
fulfilling life, regardless of zip code, race/ethnicity, ability, language proficiency, and life
circumstance.
2. Emotionally Healthy and Engaged Students: SCUSD will provide students with supports and
opportunities to ensure a safe, physically and emotionally healthy learning environment.
3. Family and Community Empowerment: SCUSD will build the capacity of parents and staff to
support student achievement by providing education, tools to navigate the system, and
relationship-building strategies
4. Operational Excellence: SCUSD will be a service-focused organization, committed to serving
students, families, staff and community efficiently and effectively. The two actions outlined in
Goal 4 include deepened implementation of a robust data collection and reporting process so that
impact on student achievement and district operations may be measured, and further
development of standards and protocols for customer service districtwide.
College and career readiness is an important indicator of student success after high school, and
consistency with procedures, practices, and expectations that align the work of all stakeholders is key to
supporting that success. While 94.3% of staff report that their duties are made clear by administration,
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only 50% strongly agree with that statement. While 77.1% of staff agree that there is a common vision
among faculty, administration, students, and parents, only 17.1% strongly agree. With several new
progress monitoring tools that make performance and other data more accessible, and the addition of
teacher training around accessing, analyzing and using data to improve outcomes for students, the
Rosemont staff anticipate that they will make significant progress on this critical learning need.
Critical Student Learning Need #2
Improve upon the implementation of common assessments and establish a protocol for the
analysis of student data to inform instruction and promote student academic growth that will: 1.
Allow teachers to assess how and why students are failing to make adequate progress in specified
areas; 2. Strategize how to address the weaknesses in instruction that give rise to the gaps in
learning; 3. Use best practices to improve student academic performance.
With new curricula in several content areas, and the fact that our collaborative teams are at various
levels of success and implementation, refinement of the collaborative process of planning instruction
continues to be an area of critical need. Critical Learning Need #2 aligns with two SCUSD LCAP Goals:
1. College, Career and Life Ready Graduates: SCUSD will challenge and support all students to
actively engage in rigorous and relevant curriculum that prepares them for college, career, and a
fulfilling life, regardless of zip code, race/ethnicity, ability, language proficiency, and life
circumstance.
2. Operational Excellence: SCUSD will be a service-focused organization, committed to serving
students, families, staff and community efficiently and effectively. The two actions outlined in
Goal 4 include deepened implementation of a robust data collection and reporting process so that
impact on student achievement and district operations may be measured, and further
development of standards and protocols for customer service districtwide.
According to Student Survey data, a low percentage of Rosemont students report that they take the most
challenging classes. Only 62.77% of students earned Cs or better in English 9 - a percentage that has
remained fairly steady over the past three years. Only 50% earned Cs or better in Math I, and only
73.36% earned Cs or better in Math 2. 64.35% earned Cs or better in Biology. The percentage of
students in many subgroups meeting or exceeding standards on CAASPP is unacceptable. In 2018, 32%
of African American students met or exceeded standards in English and 8% met or exceeded standards
in math. 16% of Hispanic students met or exceeded standards in math. The average score on the reading
and essay portions of the SAT in 2015-16 was lower than that of the district. The percentage of
Rosemont students scoring over 21 on the ACT decreased from 38.06% to 28.57% in 2017. Although
the average score for math was higher than the district in 2014, the average score in math also decreased
in 2016. Rosemont’s graduation rate in 2018 was the highest of all the SCUSD comprehensive high
schools (93.6%) and the number of students earning a Golden Seal Merit Diploma increased between
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2017 and 2018 (26% to 77%). Even though 43.4% of graduates met CSU/UC A-G requirements in
2018, which is a 6.1% increase from 2017, Rosemont needs to increase the percentage of students, in all
subgroups, who meet the CSU/UC eligibility requirements. There is also a need to increase the
percentage who are EAP “college ready” in math and English.
There is a definite need to better prepare students for academic success. Rosemont High School’s
collaborative teams have made progress over the past two years, but based on WASC Self-Study
findings in Category B (Curriculum), C (Instruction), and Category D (Assessment), teams need to
further develop common formative and summative assessments/rubrics, in addition to engaging in the
cycle of continuous improvement and incorporating research-based instructional practices to address
weaknesses in instruction and close gaps in learning.
Critical Student Learning Need #3
Implement and monitor the school-wide student intervention system with special emphasis on
regular progress monitoring and consistent evaluation of interventions’ effectiveness.
Supporting success for all students requires systems for identifying student needs, introducing changes
in practice, including intervention, and following up with progress-monitoring in short, iterative cycles
to analyze impact. Critical Learning Need #3 aligns with two SCUSD LCAP Goals:
1. College, Career and Life Ready Graduates: SCUSD will challenge and support all students to
actively engage in rigorous and relevant curriculum that prepares them for college, career, and a
fulfilling life, regardless of zip code, race/ethnicity, ability, language proficiency, and life
circumstance
2. Safe, Emotionally Healthy and Engaged Students: SCUSD will provide students with supports
and opportunities to ensure a safe, physically and emotionally healthy learning environment.
In addition to traditional processes for monitoring student progress, there are a number of new systems
in place to more effectively do this work. Counselors and administrators now meet weekly to use the
PATAI, the A-G monitoring tool, the FAFSA monitoring tool, the Graduation course monitoring tool to
develop intervention plans for students who are not on track. The Assistant Principal in charge of master
schedule and the counselors also use this tool to determine course placement during the master schedule
development process as well as to monitor appropriate course placement throughout the year. The
Attendance team uses the EIIS early warning system to intervene for students with poor attendance
(including a focus on chronic absenteeism), poor academic achievement, and problems with behavior.
New in 2018 is a partnership with numerous community organizations to provide a variety of counseling
and health services to provide students with additional supports. Ensuring that Rosemont staff improves
upon systemic progress monitoring and appropriate, timely interventions for ALL students who are
struggling is at the core of this Critical Learning Need.
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Critical Learning Need #4
Achieve a 100% graduation rate, a 100% A-G completion rate, and an increased re-designation
rate for English Learners.
The SCUSD Equity, Access, and Social Justice Guiding Principle states that all students will have an
equal opportunity to graduate with the greatest number of postsecondary choices from the widest array
of options. Critical Student Learning Need #4 aligns with this Guiding Principle and also with all of the
SCUSD LCAP Goals:
1. College, Career and Life Ready Graduates: SCUSD will challenge and support all students to
actively engage in rigorous and relevant curriculum that prepares them for college, career, and a
fulfilling life, regardless of zip code, race/ethnicity, ability, language proficiency, and life
circumstance.
2. Emotionally Healthy and Engaged Students: SCUSD will provide students with supports and
opportunities to ensure a safe, physically and emotionally healthy learning environment.
3. Family and Community Empowerment: SCUSD will build the capacity of parents and staff to
support student achievement by providing education, tools to navigate the system, and
relationship-building strategies
4. Operational Excellence: SCUSD will be a service-focused organization, committed to serving
students, families, staff and community efficiently and effectively. The two actions outlined in
Goal 4 include deepened implementation of a robust data collection and reporting process so that
impact on student achievement and district operations may be measured, and further
development of standards and protocols for customer service districtwide.
Although the Rosemont Graduation rate has exceeded the rate for SCUSD since 2015 and increased by
3.9% to 93.65% in 2018, Rosemont staff must continue to use the new progress monitoring tools to
sustain improvement in the graduation rates for all students. Staff need professional development in
using these tools and analyzing data to inform the effectiveness of the instructional program, including
interventions. In 2014-15, the percentage of Rosemont graduates with the required UC/CSU courses was
33.5%, which was well below the district percentage of 45.8%. In 2017, the rate was 44.3%, just above
the district percentage of 43.9%. According to the California School Dashboard, the percentage of
graduates who qualified as “Ready” increased from 36.7% in 2017 to 42.8% in 2018. However, with a
goal of 100%, and with college/career readiness as one of the state indicators, this must be a goal for
improvement.
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Introduction
After conducting our self-study, Rosemont High School focus groups and WASC committee members
analyzed the data and determined the areas of greatest need on which to focus for the next three years;
input from the leadership team and the focus group chairs helped narrow our focus and determined our
critical learner needs. These critical learner needs address all students, while also focusing on those in
specific subgroups and content areas.
Critical Learning Need #1
Improve academic literacy of all students to demonstrate proficiencies in all standards
across the disciplines
Critical Learning Need #2
Develop a school-wide intervention plan to support student success, eliminate equity
gaps, and increase college and career readiness
Critical Learning Need #3
Achieve annual growth in Rosemont’s graduation rate, A-G completion rate, and EL
redesignation
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Critical Learning Need #1
Improve academic literacy of all students to demonstrate proficiencies in all standards
across the disciplines
Based on LCAP Goals #1, #2, #3, and #4:
1. College, Career and Life Ready Graduates: SCUSD will challenge and support all
students to actively engage in rigorous and relevant curriculum that prepares them for
college, career, and a fulfilling life, regardless of zip code, race/ethnicity, ability, language
proficiency, and life circumstance.
2. Emotionally Healthy and Engaged Students: SCUSD will provide students with
supports and opportunities to ensure a safe, physically and emotionally healthy learning
environment.
3. Family and Community Empowerment: SCUSD will build the capacity of parents and
staff to support student achievement by providing education, tools to navigate the system,
and relationship-building strategies
4. Operational Excellence: SCUSD will be a service-focused organization, committed to
serving students, families, staff and community efficiently and effectively. The two
actions outlined in Goal 4 include deepened implementation of a robust data collection
and reporting process so that impact on student achievement and district operations may
be measured, and further development of standards and protocols for customer service
districtwide.
Based on Expected Schoolwide Learning Outcomes (ESLOs) #1, #2, #3, #4, #5
A Rosemont graduate is
1. a critical thinker with intellectual curiosity who can solve complex, real world
problems
2. a self-directed and lifelong learner who can apply knowledge to create new ideas
3. a college and career ready student who can seek out opportunities for academic and
personal growth
4. a productive, hard-working, collaborative person who can contribute positively to the
community and the world
5. a culturally-aware and empathetic individual who can embrace diversity
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Supporting Data
62.77% of students earned Cs or better in English 9 - a percentage that has remained fairly
steady over the past three years. Only 50% earned Cs or better in Math 1, and only 73.36%
earned Cs or better in Math 2. 64.35% earned Cs or better in Biology. The average score of
Rosemont students on the reading and essay portions of the SAT in 2015-16 was lower than
that of the district. The percentage of Rosemont students scoring over 21 on the ACT
decreased from 38.06% to 28.57% in 2017. The overall percentage of students meeting and
exceeding standards on CAASPP increased between 2015 and 2018. Performance peaked in
2017, however, when 56.69% of students met or exceeded standards in English, and 31.95% of
students met or exceeded standards in math. In almost every subgroup, the percentage dropped
between 2016-17 and 2017-18. Rosemont staff cannot account for the dramatic increase in the
2017 scores and the subsequent drop in 2018. Since 2015, the percentage of white students
meeting or exceeding standards has increased by 14% in English (50% to 64%) and 9% in
math (30% to 39%.) The percentage of African American students meeting or exceeding
standards has increased approximately 2% in English (30% - 32%) and decreased 8% in math
(16% - 8%.) For Hispanic students, the percentage in English has increased approximately
2% in English (40% - 42%) and and remained steady in math (16% - 16%). However, the
percentages represent a huge gap, with white students significantly outperforming these other
two groups. Between 2015 and 2018, the percentage of students with disabilities meeting or
exceeding standards in English increased 8% (9% - 17%) and remained fairly consistent in
math (3% - 2%). However, the percentage nearly meeting standards between 2017 and 2018
increased 10%, which could indicate that co-teaching is contributing to increased learning for
students in that setting. The number of Rosemont students taking AP tests as well as the
number of tests taken have increased significantly since 2013-14; in fact, Rosemont has tripled
the number of tests administered and more than doubled the number of students enrolled AP
classes. However, with increased access to AP classes came a decrease in the percentage of
students passing the exam. Although the dip was massively significant in the 2015-2016 year,
the overall percentage is on the rise—even with triple the students now taking the tests—and
has almost returned to where Rosemont was six years ago, which is attributed, in part, to
changes in staffing. During that same period, the percentage of students in the state of
California also declined slightly, but Rosemont is still well below the state average, even with
the overall increase in passing scores. The mean AP score for 17-18 was 2.39 while the state
average is 3.05.
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Action Steps Assessment of Growth Responsibility Time Frame
Provide teachers with ongoing staff
development that results in a deeper
understanding of how to effectively
use curricular materials and how to
effectively teach critical thinking
and literacy skills
Grades, Assessment Data,
Lesson Plans,
Observation Data, CT and
Release Time Agendas
Administration
Training
Specialists
Department
Leads
Teachers
Quarterly,
Beginning Fall,
2019
Present assessment data (CAASPP,
SAT, AP) to staff to inform
instruction
Grades, Assessment Data,
Lesson Plans,
Observation Data, CT and
Release Time Agendas
Administration
Training
Specialists
Department
Leads
Teachers
Annually,
Beginning Fall
of 2019
Ensure that teachers in all content
areas use practice test materials to
better prepare students for all
assessments.
CAASPP, AP, SAT, ACT
Data
Administration
Training
Specialists
Department
Leads
Teachers
Quarterly,
Beginning Fall,
2019
Provide staff development and time
for vertical planning in departments
to support the progression of skills
Grades, Assessment Data,
Lesson Plans,
Observation Data, CT and
Release Time Agendas
Administration
Training
Specialists
Department
Leads
Teachers
Quarterly,
Beginning Fall,
2019
Provide time for teachers to access,
analyze, and use classroom data to
plan rigorous instruction, including
the development of common
assessments
Grades, Assessment Data,
Lesson Plans,
Observation Data, CT and
Release Time Agendas,
Common Assessments
Administration
Training
Specialists
Department
Leads
Teachers
Annually,
Beginning Fall,
2019
Increase student performance by
2% on assessments (CAASPP,
CAST SAT, ACT, AP)
CAASPP, CAST, SAT,
ACT, AP scores
Administration
Faculty
Parents
Students
Annually,
Beginning
2020
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Critical Learning Need #2
Develop a school-wide intervention plan to support student success, eliminate equity
gaps, and increase college and career readiness
Based on LCAP Goals #1 and #4
1. College, Career and Life Ready Graduates: SCUSD will challenge and support all
students to actively engage in rigorous and relevant curriculum that prepares them for
college, career, and a fulfilling life, regardless of zip code, race/ethnicity, ability, language
proficiency, and life circumstance.
4. Operational Excellence: SCUSD will be a service-focused organization, committed to
serving students, families, staff and community efficiently and effectively. The two
actions outlined in Goal 4 include deepened implementation of a robust data collection
and reporting process so that impact on student achievement and district operations may
be measured, and further development of standards and protocols for customer service
districtwide.
Based on Expected Schoolwide Learning Outcomes (ESLOs) #1, #2, #3
1. A critical thinker with intellectual curiosity who can solve complex, real world
problems
2. A self-directed and lifelong learner who can apply knowledge to create new ideas
3. A college and career ready student who can seek out opportunities for academic and
personal growth
Supporting Data
In 2018, only 41.5% of Rosemont students were meeting or exceeding English standards on
the CAASPP; only 26.2% of student met or exceeded in Math. While there was a slight
increase in achievement of White students and Students with Disabilities, all other subgroups
of students decreased in achievement. In the Fall 2018 survey, only 65.7% of staff felt that
they received adequate professional development in the area of instructional strategies to serve
special education and EL students, and only 56% were familiar with schoolwide learner
outcomes. The percentage of students receiving failing grades in English 9 has remained at
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approximately 20% since 2016, while 30% of students fail Math I annually, both of which
contribute immensely to students being off-track for graduation from their first year in high
school. Rosemont’s graduation rate in 2018 was 93.65%, which is an increase from previous
years, but is still 6.35% away from the district’s goal of 100%. As reported in the student
survey, 31% of students do not choose to take classes that are the most challenging to them,
yet some also expressed that they cannot envision themselves being successful in an AP class
nor do they feel that access to these classes is equal to everyone. Currently, very few staff
members participate in Home Visits, which have a direct connection to student success. 84%
of parents report that they feel they are informed throughout the year of their students’
progress; however, 26.9% feel their students are not counseled regularly. 61.6% of parents feel
their students are prepared for post-secondary options, and only 65.5% of students feel their
classes have prepared them for their futures.
The district attendance goal is 95%, and Rosemont students rarely meet that goal except for the
first month of school, and the rate is lowest during the months of December and February.
Suspension rates for all groups of students is high, with the exception of Asian students and
English Learners. In 2016-17, Rosemont had an 8.6 % suspension rate, again approximately
2% higher than the district. The percentage of students with multiple suspensions was lower
than SCUSD (30.2% vs 36.5%.) African American students continue to have the highest
suspension rate (19.2%) and the highest rate of disproportionality (41.1% vs. 18.3%.) Increases
or decreases are not significant except for African American students, where suspensions
increased 5.9%. Suspensions as of November, 2018 had increased from 46 to 85 incidents at
the same date in 2017, so Rosemont staff have identified the need to re-emphasize a focus on
explicit instruction around social and emotional learning competencies and use alternatives to
suspension for all but major infractions.
Action Steps Assessment of Growth Responsibility Time Frame
Provide teachers with available
achievement data, disaggregated
by subgroup
Meeting Agendas Administration
Training Specialists
Leadership Team
Annually,
Beginning
Fall, 2019
Operationalize use of the available
tools to identify students, by
subgroups, who are at risk of
failing and refine/increase the
appropriate change ideas in short,
Grades
Performance Data
Attendance Rate
On-track Graduation
Status and A-G Rate
Administration
Site Instruction
Coordinator
Counselors
Faculty
Monthly,
Beginning
Fall, 2019
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iterative cycles
Provide credit recovery during 0,
7th period and summer school,
maximizing enrollment and
closely monitoring student
progress to achieve 5% increase in
completion rate\on-track
graduation status and A-G rate
Course Completion Rate
Graduation Rate, A-G
rate
Administration Annually
Ensure that master schedule
maximizes opportunities for all
students to enroll in A-G courses
in order to increase A-G rate by
2%
A-G Rate AP in Charge of
Master Schedule
Counselors
June,
Annually
Utilize services of community
partners to support students’
mental and physical health needs
Improved Attendance
Rate, Grades, and
Performance Data
Administration
Attendance Team
Beginning
March, 2019
Increase Staff Participation in the
Home Visitation Program by 10%
Home Visit Logs All Staff By August,
Annually
Increase school-home
communication when students are
in danger of failing
Parent Survey Results
Infinite Campus Contact
Log
Faculty Spring and
Fall Parent
Survey,
Beginning
Fall, 2019
Communicate availability and
entrance to AP courses to all
students
Parent and Student
Survey Results
Back-to-School Night
Agenda
Grade Level Assembly
Agendas, Weekly
Messengers,
Communication on
Website
Administration Annually,
Beginning
Fall, 2019
Provide explicit SEL instruction
in the freshmen social science
course to decrease behavior
referrals and suspensions by 5%
Lesson Plans
Walk-thru Observations
CT Agendas
Geo/Ethnic Studies
Teachers
Annually,
Beginning
Fall, 2019
Monitor attendance data and Attendance Rate Administration Annually,
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provide appropriate interventions
for students not meeting 95%
attendance to increase attendance
rate by 2%
Attendance Team Beginning
Fall, 2019
Implement restorative practices in
classrooms and in site behavior
office to reduce suspensions for
all students by 5% and by 10% for
African American students
Behavior and Suspension
Data
Administration
Faculty
Annually,
Beginning
Fall, 2019
Critical Learning Need #3
Achieve a 100% graduation rate, a 100% A-G completion rate, and an increased
redesignation rate for English Learners
Based on LCAP Goal #1, #2, #3, and #4
1. College, Career and Life Ready Graduates: SCUSD will challenge and support all
students to actively engage in rigorous and relevant curriculum that prepares them for
college, career, and a fulfilling life, regardless of zip code, race/ethnicity, ability, language
proficiency, and life circumstance.
2. Emotionally Healthy and Engaged Students: SCUSD will provide students with
supports and opportunities to ensure a safe, physically and emotionally healthy learning
environment.
3. Family and Community Empowerment: SCUSD will build the capacity of parents and
staff to support student achievement by providing education, tools to navigate the system,
and relationship-building strategies
4. Operational Excellence: SCUSD will be a service-focused organization, committed to
serving students, families, staff and community efficiently and effectively. The two
actions outlined in Goal 4 include deepened implementation of a robust data collection
and reporting process so that impact on student achievement and district operations may
be measured, and further development of standards and protocols for customer service
districtwide.
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Based on Expected Student Learning Outcomes (ESLOs) #1, #2, #3, #4, #5
A Rosemont graduate is
1. a critical thinker with intellectual curiosity who can solve complex, real world
problems
2. a self-directed and lifelong learner who can apply knowledge to create new ideas
3. a college and career ready student who can seek out opportunities for academic and
personal growth
4. a productive, hard-working, collaborative person who can contribute positively to the
community and the world
5. a culturally-aware and empathetic individual who can embrace diversity
Supporting Data
The Rosemont Graduation rate has exceeded the rate for SCUSD since 2015 and
increased by 3.9% to 93.65% in 2018. Rosemont staff must continue to use the new
progress monitoring tools to sustain improvement in the Graduation rates for all
students. Ensuring that all students graduate with the greatest number of postsecondary
choices from the widest array of options includes A-G completion rates. In 14-15, the
percentage of Rosemont graduates with the required UC/CSU courses was 33.5%, well
below the district percentage of 45.8%. In 2017, the rate was 46.43%, just above the
district percentage of 43.9%. According to the California School Dashboard, the
percentage of graduates who qualified as “ready” increased from 36.7% in 2017 to
42.8% in 2018. However, with a goal of 100%, and with college/career readiness as one of
the state indicators, this must be a goal for improvement. The number of beginning
English Learners has increased each year since 2014 and is historically highest in 9th
grade. Most ELs remain in the intermediate and early advanced range as they move
through the grade levels. Although there was a dip in the redesignation rate in 2017-18,
the rate has risen steadily since 2014-15, when no Rosemont students were redesignated.
However, Rosemont’s redesignation rate is still well below the district, county, and state
averages. The RFEP rate and LTEL rate have remained steady since 2015-16.
Action Steps Assessment of Growth Responsibility Time Frame
Develop master schedule to provide
opportunities for all students to enroll
in courses to maintain on-track status
Graduation and A-G
Completion Rate
Principal
Assistant Principal
August of
each school
year
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for graduation and meet A-G
requirements
Use PATAI to monitor all students for
on-track Graduation status, A-G status,
and EL Redesignation status
Grades
Course Completion
Rate
Administration
Counselors
Semester 1
and 2,
annually
Provide online credit recovery and
maximize enrollment
Course Enrollment
Course Completion
Rate
Graduation Rate
Administration Summer,
2019 and
Zero and 7th
period
Annually
Counsel students who are severely
credit deficient to utilize off-site district
options
Graduation Rate Administration
Counselors
Semester 1
and 2,
annually
Monitor EL students close to meeting
redesignation criteria and increase
redesignation rate by 2%
EL Redesignation
Rate
Administration
English teachers
Annually,
beginning
Spring, 2019
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A. Local Control and Accountability Plan (LCAP): https://www.scusd.edu/pod/2018-19-
revised-lcap
B. WASC Student and staff surveys:
● Results of student Spring 2018 (390 student responses) survey can be found here or
here: https://rosemont.scusd.edu/sites/main/files/file-
attachments/wasc_student_survey_2018-2019.pdf).
● Results of the Fall Student Survey 2018-2019 (450 student responses) survey can be
found here or : https://rosemont.scusd.edu/sites/main/files/file-
attachments/fall_student_survey_2018-2019.pdf
● Results of staff survey can be found here or here:
https://rosemont.scusd.edu/sites/main/files/file-
attachments/wasc_staff_survey_2018-2019.pdf
C. Results of parent/community questionnaire/interviews can be found here or here:
https://rosemont.scusd.edu/sites/main/files/file-
attachments/wasc_parent_survey_results_fall_2018.pdf
D. The most recent California Healthy Kids Survey can be found here.
E. Bell Schedule
Regular Schedule
(Mon/Tue/Wed/Fri)
Period 0 7:00 7:50 50
Passing 7:53 8:00 7
Period 1 8:00 8:57 57
Period 2 9:04 10:01 57
Period 3 10:08 11:05 57
Period 4 11:12 12:13 61
Lunch 12:13 12:49 36
Period 5 12:56 1:53 57
Period 6 2:00 2:57 57
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Period 7 3:03 4:00 57
Early Release Schedule (Thursday)
Period 0 7:00 7:50 50
Passing 7:53 8:00 7
Period 1 8:00 8:47 47
Period 2 8:54 9:41 47
Period 3 9:48 10:35 47
Period 4 10:42 11:33 50
Period 5 12:16 1:03 47
Period 6 1:10 1:57 47
Shortened Day
Period 0 7:00 7:50 50
Passing 7:53 8:00 7
Period 1 8:00 8:35 35
Period 2 8:42 9:17 35
Period 3 9:24 9:59 35
Period 4 10:06 10:42 35
Period 5 10:49 11:24 35
Period 6 11:31 12:06 35
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Rally Schedule
Period 0 7:00 7:50 50
Passing 7:53 8:00 7
Period 1 8:00 8:47 47
Period 2 8:54 9:41 47
Period 3 9:48 10:35 47
Period 4 10:42 11:34 52
Lunch 11:34 12:10 36
Period 5 12:17 1:04 47
Period 6 1:11 1:58 47
RALLY 2:05 2:57 52
Period 7 3:03 3:50 47
F. Staff Handbook can be found here
(or here: https://rosemont.scusd.edu/sites/main/files/file-
attachments/rhs_staff_handbook_18-19_rev_9-1-18.pdf
G. Approved AP course list here
or here: https://hs-articulation.ucop.edu/agcourselist/institution/1723
H. UC A-G approved course list here
or here: https://apcourseaudit.inflexion.org/ledger/school.php?a=NTM3OA==&b=MA==
I. School accountability report card (SARC) can be found here
or here: https://rosemont.scusd.edu/sites/main/files/file-attachments/rosemont_sarc_2018-
2019.pdf
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J. SCUSD Equity, Access, and Social
Justice Cycle of Continuous Improvement
Learning Competencies
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K. Causal Systems Analysis and Driver Diagram
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L. Graduation requirements
Subject Areas Years Credits
English 4 years 40 credits
Math I 1 year 10 credits
Math II 1 year 10 credits
Fine Arts 1year 10 credits
Physical Science 1 year 10 credits
Life Science/Biology 1 year 10 credits
Physical Education 2 years 20 credits
Foreign Language 1 year 10 credits
World History 1 year 10 credits
U.S. History 1 year 10 credits
U.S. Government ½ year 5 credits
Economics ½ year 5 credits
Contemporary Global Issues ½ year 5 credits
Ethnic Studies ½ year 5 credits
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M. Language Frames Poster
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N. Weekly Bulletin (Sample)
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O. SPSA (Single Plan for Student Achievement) can be found here
or here:https://rosemont.scusd.edu/sites/main/files/file-attachments/rosemont_2018-19_spsa.pdf
P. Online Credit Recovery Sample Progress Update
Q. EIIS Early Warning System can be found here or here: https://cepbeta.ucmerced.edu/auth/login.cfm;jsessionid=66C3864B0E52CFAECCAF3E7DBAEA8F8E.CF3?App=SCUSD&CFID=5714190&CFTOKEN=9e0393a7b9716a71-5935A99D-B083-FEE5-34DBB34175DBD975
R. Master Schedule can be found here or here:
https://rosemont.scusd.edu/sites/main/files/file-attachments/master_schedule_2018-2019.pdf
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S. Testing Calendar 2018-2019
Test Grade Level Dates
PSAT* 9th
and 10th
Oct 10
District Interims (formally
Benchmarks)#
English and math
9th
and 10th
10/22-11/2
2/4-2/19
5/13-5/24 (optional)
District Interims (formally
Benchmarks) #
English and math
11th
11.5-11/16
2/19-3/5
5/20-5/31
ELPAC (English Language
Proficiency Assessment for
CA)
All 2/1-5/30
CAST (CA Science Test)# 12th
4/1-4/5
CAASPP*# 11th
4/8-5/3
SAT * 11th
3/6
AP Testing All 5/6-5/17
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T. District Calendar 18-19
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U. CT Meeting Agendas/Minutes
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V. Course Offerings can be found here or here: https://rosemont.scusd.edu/sites/main/files/file-
attachments/electives_and_core_alternatives_18-19.pdf
W. Grade Distribution Charts
Special Education
School Year Course Name ABC% D% F% #ABC #D #F Total
2015 - 2016 English 9 71.43 28.57 0.00 15 6 0 21
2016 - 2017 English 9 73.33 26.67 0.00 11 4 0 15
2017 - 2018 English 9 83.33 12.50 4.17 20 3 1 24
2015 - 2016 English 10 88.24 11.76 0.00 15 2 0 17
2016 - 2017 English 10 78.95 21.05 0.00 15 4 0 19
2017 - 2018 English 10 75.00 18.75 6.25 12 3 1 16
2015 - 2016 English 11 94.12 5.88 0.00 16 1 0 17
2016 - 2017 English 11 92.31 7.69 0.00 12 1 0 13
2017 - 2018 English 11 78.26 17.39 4.35 18 4 1 23
2015 - 2016 English 12 66.67 22.22 11.11 6 2 1 9
2016 - 2017 English 12 86.67 6.67 6.67 13 1 1 15
2017 - 2018 English 12 100.00 0.00 0.00 14 0 0 14
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2015 - 2016
World
Language 2 70.00 30.00 0.00 7 3 0 10
2016 - 2017
World
Language 2 55.56 22.22 22.22 5 2 2 9
2017 - 2018
World
Language 2 37.50 50.00 12.50 6 8 2 16
2015 - 2016
World
Language 3 N/A N/A N/A 0
2016 - 2017
World
Language 3 N/A N/A N/A 0
2017 - 2018
World
Language 3 100.00 0.00 0.00 1 0 0 1
2015 - 2016
World
Language 4 100.00 0.00 0.00 3 0 0 3
2016 - 2017
World
Language 4 100.00 0.00 0.00 8 0 0 8
2017 - 2018
World
Language 4 75.00 25.00 0.00 6 2 0 8
2015 - 2016
Contemporary
Global Issues 65.38 26.92 7.69 17 7 2 26
2016 - 2017
Contemporary
Global Issues 89.47 10.53 0.00 17 2 0 19
2017 - 2018
Contemporary
Global Issues 90.00 6.67 3.33 27 2 1 30
2015 - 2016 U.S. History 100.00 0.00 0.00 19 0 0 19
2016 - 2017 U.S. History 100.00 0.00 0.00 16 0 0 16
2017 - 2018 U.S. History 85.00 15.00 0.00 17 3 0 20
2015 - 2016 World History 88.24 5.88 5.88 15 1 1 17
2016 - 2017 World History 81.82 18.18 0.00 18 4 0 22
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2017 - 2018 World History 76.47 17.65 5.88 13 3 1 17
2015 - 2016 Life Science 80.00 15.00 5.00 16 3 1 20
2016 - 2017 Life Science 71.43 19.05 9.52 15 4 2 21
2017 - 2018 Life Science 66.67 25.00 8.33 8 3 1 12
2015 - 2016 Math Skills N/A N/A N/A 0
2016 - 2017 Math Skills N/A N/A N/A 0
2017 - 2018 Math Skills 66.67 25.00 8.33 8 3 1 12
2015 - 2016
Physical
Science 74.07 18.52 7.41 20 5 2 27
2016 - 2017
Physical
Science 81.25 12.50 6.25 13 2 1 16
2017 - 2018
Physical
Science 76.47 5.88 17.65 13 1 3 17
2015 - 2016
Econ
Consumer Ed 75.00 16.67 8.33 9 2 1 12
2016 - 2017
Econ
Consumer Ed 78.95 15.79 5.26 15 3 1 19
2017 - 2018
Econ
Consumer Ed 92.86 7.14 0.00 13 1 0 14
2015 - 2016
Con Ed/Life
Skills 100.00 0.00 0.00 24 0 0 24
2016 - 2017
Con Ed/Life
Skills 93.75 0.00 6.25 30 0 2 32
2017 - 2018
Con Ed/Life
Skills 93.94 3.03 3.03 31 1 1 33
2015 - 2016 Math 1 70.83 25.00 4.17 17 6 1 24
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2016 - 2017 Math 1 81.82 13.64 4.55 18 3 1 22
2017 - 2018 Math 1 61.54 23.08 15.38 16 6 4 26
2015 - 2016 Math 2 68.42 26.32 5.26 13 5 1 19
2016 - 2017 Math 2 68.75 31.25 0.00 11 5 0 16
2017 - 2018 Math 2 61.90 14.29 23.81 13 3 5 21
ART
School Year Course
Name
ABC% D% F% #ABC #D #F Total
2015 - 2016
Adv.
Ceramics 90.91% 9.09 0.00 10 1 0 11
2016 - 2017
Adv.
Ceramics 100.00% 0.00 0.00 24 0 0 24
2017 - 2018
Adv.
Ceramics 100.00% 0.00 0.00 14 0 0 14
2015 - 2016 Ceramics 99.40 0.60 0.00 165 1 0 166
2016 - 2017 Ceramics 100.00 0.00 0.00 133 0 0 133
2017 - 2018 Ceramics 100.00 0.00 0.00 161 0 0 161
2015 - 2016 Adv. Art 100.00 0.00 0.00 10 0 0 10
2016 - 2017 Adv. Art 100.00 0.00 0.00 24 0 0 24
2017 - 2018 Adv. Art 100.00 0.00 0.00 20 0 0 20
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2015 - 2016 Art 96.88 2.08 1.04 93 2 1 96
2016 - 2017 Art 97.50 0.00 2.50 117 0 3 120
2017 - 2018 Art 95.76 4.24 0.00 113 5 0 118
2015 - 2016
Camera
Comp 72.94 7.06 20.0 62 6 17 85
2016 - 2017
Camera
Comp 62.26 9.43 28.3 33 5 15 53
2017 - 2018
Camera
Comp 57.95 18.1 23.8 51 16 21 88
2015 - 2016
Advanced
Camera
Comp 100.00 0.00 0.00 9 0 0 9
2016 - 2017
Advanced
Camera
Comp 66.67 16.6 16.6 4 1 1 6
2017 - 2018
Advanced
Camera
Comp N/A N/A N/A 0
2015 - 2016 Yearbook 59.26 40.7 0.00 16 11 0 27
2016 - 2017 Yearbook 90.91 9.09 0.00 10 1 0 11
2017 - 2018 Yearbook 100.00 0.00 0.00 18 0 0 18
2015 - 2016
Media
Production 60.00 30.0 10.0 6 3 1 10
2016 - 2017
Media
Production 68.09 10.6 21.2 32 5 10 47
2017 - 2018
Media
Production 62.65 20.4 16.8 52 17 14 83
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CTE
School Year Course
Name
ABC% D% F% #ABC #D #F Total
2015 - 2016
Construction
Tech N/A N/A N/A 0
2016 - 2017
Construction
Tech N/A N/A N/A 0
2017 - 2018
Construction
Tech 100.00 0.00 0.00 18 0 0 18
2015 - 2016
Engineering,
Construction
& Design N/A N/A N/A 0
2016 - 2017
Engineering,
Construction
& Design N/A N/A N/A 0
2017 - 2018
Engineering,
Construction
& Design 85.42 4.17 10.42 41 2 5 48
2015 - 2016
Principles of
Engineering 85.00 15.0 0.00 17 3 0 20
2016 - 2017
Principles of
Engineering 96.30 3.70 0.00 26 1 0 27
2017 - 2018
Principles of
Engineering 80.77 7.69 11.54 21 2 3 26
2015 - 2016
Intro to
Engineering 86.67 3.33 10.00 26 1 3 30
2016 - 2017
Intro to
Engineering 100.00 0.00 0.00 21 0 0 21
2017 - 2018
Intro to
Engineering 87.50 0.00 12.50 14 0 2 16
2015 - 2016
Advanced
Engineering N/A N/A N/A 0
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2016 - 2017
Advanced
Engineering 95.24 4.76 0.00 20 1 0 21
2017 - 2018
Advanced
Engineering 100.00 0.00 0.00 16 0 0 16
2015 - 2016
Drafting and
Design N/A N/A N/A 0
2016 - 2017
Drafting and
Design N/A N/A N/A 0
2017 - 2018
Drafting and
Design 71.74 19.5 8.70 33 9 4 46
2015 - 2016 Culinary I 89.77 6.82 3.41 79 6 3 88
2016 - 2017 Culinary I 94.51 5.49 0.00 86 5 0 91
2017 - 2018 Culinary I 97.87 2.13 0.00 92 2 0 94
2015 - 2016 Culinary II 100.00 0.00 0.00 22 0 0 22
2016 - 2017 Culinary II 100.00 0.00 0.00 15 0 0 15
2017 - 2018 Culinary II 93.44 4.92 1.64 57 3 1 61
English
School Year Course
Name
ABC% D% F% #ABC #D #F Total
2015 - 2016 English 9 60.94 14.59 24.46 142 34 57 233
2016 - 2017 English 9 66.09 17.17 16.74 154 40 39 233
2017 - 2018 English 9 62.77 17.32 19.91 145 40 46 231
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2015 - 2016
Adv. English
9 86.32 5.98 7.69 101 7 9 117
2016 - 2017
Adv. English
9 76.76 9.86 13.38 109 14 19 142
2017 - 2018
Adv. English
9 84.07 7.96 7.96 95 9 9 113
2015 - 2016 English 10 75.71 12.99 11.30 134 23 20 177
2016 - 2017 English 10 75.68 23.78 0.54 140 44 1 185
2017 - 2018 English 10 77.00 14.50 8.50 154 29 17 200
2015 - 2016
Adv. English
10 96.58 1.37 2.05 141 2 3 146
2016 - 2017
Adv. English
10 96.43 2.68 0.89 108 3 1 112
2017 - 2018
Adv. English
10 92.37 7.63 0.00 109 9 0 118
2015 - 2016 English 11 79.67 14.29 6.04 145 26 11 182
2016 - 2017 English 11 72.00 16.80 11.20 180 42 28 250
2017 - 2018 English 11 74.68 17.17 8.15 174 40 19 233
2015 - 2016 English 12 83.16 14.80 2.04 163 29 4 196
2016 - 2017 English 12 75.96 20.22 3.83 139 37 7 183
2017 - 2018 English 12 80.00 18.46 1.54 156 36 3 195
2015 - 2016
AP English
Language 95.71 4.29 0.00 67 3 0 70
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2016 - 2017
AP English
Language 89.66 3.45 6.90 78 3 6 87
2017 - 2018
AP English
Language 97.01 2.99 0.00 65 2 0 67
2015 - 2016
Expo Read
Write N/A N/A N/A 0
2016 - 2017
Expo Read
Write 67.11 27.63 5.26 51 21 4 76
2017 - 2018
Expo Read
Write 80.00 18.46 1.54 156 36 3 195
2015 - 2016
AP English
Lit 92.16 7.84 0.00 47 4 0 51
2016 - 2017
AP English
Lit 95.83 2.08 2.08 46 1 1 48
2017 - 2018
AP English
Lit 95.45 4.55 0.00 63 3 0 66
Math
School Year Course Name ABC% D% F% #ABC #D #F Total
2015 - 2016 Math 1 54.55 18.18 27.27 192 64 96 352
2016 - 2017 Math 1 54.91 17.92 27.17 190 62 94 346
2017 - 2018 Math 1 49.83 21.40 28.76 149 64 86 299
2015 - 2016 Math 2 67.46 22.97 9.57 141 48 20 209
2016 - 2017 Math 2 64.57 19.29 16.14 164 49 41 254
2017 - 2018 Math 2 73.36 14.96 11.68 201 41 32 274
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2015 - 2016 Math 2 Plus 95.45 0.00 4.55 21 0 1 22
2016 - 2017 Math 2 Plus 87.00 8.00 5.00 87 8 5 100
2017 - 2018 Math 2 Plus 84.00 16.00 0.00 21 4 0 25
2015 - 2016 Math 3 N/A N/A N/A 0
2016 - 2017 Math 3 78.72 18.44 2.84 111 26 4 141
2017 - 2018 Math 3 69.18 18.87 11.95 110 30 19 159
2015 - 2016 Math 3 Plus N/A N/A N/A 0
2016 - 2017 Math 3 Plus 75.86 24.14 0.00 22 7 29
2017 - 2018 Math 3 Plus 83.87 9.68 6.45 78 9 6 93
2015 - 2016 PreCal 80.00 10.00 10.00 72 9 9 90
2016 - 2017 PreCal 86.24 9.17 4.59 94 10 5 109
2017 - 2018 PreCal 86.84 13.16 0.00 33 5 0 38
2015 - 2016
EAP Quant
Reasoning 89.29 10.71 0.00 25 3 0 28
2016 - 2017
EAP Quant
Reasoning 85.19 14.81 0.00 23 4 0 27
2017 - 2018
EAP Quant
Reasoning 96.15 3.85 0.00 50 2 0 52
2015 - 2016 AP Cal AB 89.19 8.11 2.70 33 3 1 37
2016 - 2017 AP Cal AB 73.53 11.76 14.71 25 4 5 34
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2017 - 2018 AP Cal AB 100.00 0.00 0.00 60 0 0 60
2015 - 2016 AP Cal BC 100.00 0.00 0.00 8 0 0 8
2016 - 2017 AP Cal BC 93.33 0.00 6.67 14 0 1 15
2017 - 2018 AP Cal BC 100.00 0.00 0.00 15 0 0 15
2015 - 2016 AP Stat 100.00 0.00 0.00 8 0 0 8
2016 - 2017 AP Stat N/A N/A N/A 0
2017 - 2018 AP Stat N/A N/A N/A 0
2015 - 2016
2nd Year
Algebra 81.82 12.55 5.63 189 29 13 231
2016 - 2017
2rd Year
Algebra N/A N/A N/A 0
2017 - 2018
2th Year
Algebra N/A N/A N/A 0
Music
School Year Course Name ABC% D% F% #ABC #D #F Total
2015 - 2016 Band 98.57 1.43 0.00 69 1 0 70
2016 - 2017 Band 98.77 0.00 1.23 80 0 1 81
2017 - 2018 Band 100.00 0.00 0.00 49 0 0 49
2015 - 2016
Marching
Band 100.00 0.00 0.00 38 0 0 38
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2016 - 2017
Marching
Band 100.00 0.00 0.00 39 0 0 39
2017 - 2018
Marching
Band 94.59 5.41 0.00 35 2 0 37
2015 - 2016 Digital Music 100.00 0.00 0.00 3 0 0 3
2016 - 2017 Digital Music 100.00 0.00 0.00 7 0 0 7
2017 - 2018 Digital Music 50.00 50.00 0.00 2 2 0 4
2015 - 2016
Beginning
Guitar 66.67 15.79 17.54 38 9 10 57
2016 - 2017
Beginning
Guitar 83.05 8.47 8.47 49 5 5 59
2017 - 2018
Beginning
Guitar 64.81 22.22 12.96 35 12 7 54
2015 - 2016
Advanced
Guitar 83.33 16.67 0.00 5 1 0 6
2016 - 2017
Advanced
Guitar 57.14 42.86 0.00 4 3 0 7
2017 - 2018
Advanced
Guitar 60.00 20.00 20.00 3 1 1 5
2015 - 2016 Orchestra 94.12 5.88 0.00 16 1 0 17
2016 - 2017 Orchestra 100.00 0.00 0.00 32 0 0 32
2017 - 2018 Orchestra 100.00 0.00 0.00 29 0 0 29
2015 - 2016 Piano Lab 71.74 6.52 21.74 33 3 10 46
2016 - 2017 Piano Lab 66.67 12.96 20.37 36 7 11 54
2017 - 2018 Piano Lab 62.79 23.26 13.95 27 10 6 43
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2015 - 2016 Concert Choir 100.00 0.00 0.00 22 0 0 22
2016 - 2017 Concert Choir 100.00 0.00 0.00 26 0 0 26
2017 - 2018 Concert Choir 100.00 0.00 0.00 33 0 0 33
PE
School Year Course Name ABC% D% F% #ABC #D #F Total
2015 - 2016 Freshman PE 83.20 6.40 10.40 312 24 39 375
2016 - 2017 Freshman PE 82.34 6.52 11.14 303 24 41 368
2017 - 2018 Freshman PE 83.70 6.63 9.67 303 24 35 362
2015 - 2016 PE Recreation 81.32 6.59 12.09 148 12 22 182
2016 - 2017 PE Recreation 81.46 7.95 10.60 123 12 16 151
2017 - 2018 PE Recreation 85.44 5.83 8.74 88 6 9 103
2015 - 2016 PE Net Sports 78.57 11.43 10.00 55 8 7 70
2016 - 2017 PE Net Sports 89.04 5.48 5.48 65 4 4 73
2017 - 2018 PE Net Sports 81.82 4.55 13.64 18 1 3 22
2015 - 2016
PE Weight
Training 89.15 6.20 4.65 115 8 6 129
2016 - 2017
PE Weight
Training 83.43 8.00 8.57 146 14 15 175
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2017 - 2018
PE Weight
Training 83.64 7.27 9.09 138 12 15 165
2015 - 2016 Yoga 91.03 6.41 2.56 71 5 2 78
2016 - 2017 Yoga 92.31 3.85 3.85 72 3 3 78
2017 - 2018 Yoga 92.21 5.19 2.60 71 4 2 77
Science
School Year Course Name %ABC %D %F #ABC #D #F Total
2015 - 2016 Geology 96.30 3.70 0.00 52 2 0 54
2016 - 2017 Geology 100.00 0.00 0.00 40 0 0 40
2017 - 2018 Geology 90.48 9.52 0.00 38 4 0 42
2015 - 2016 Biology 58.17 21.51 20.32 146 54 51 251
2016 - 2017 Biology 58.15 25.88 15.97 182 81 50 313
2017 - 2018 Biology 64.35 20.00 15.65 148 46 36 230
2015 - 2016
Advanced
Biology 73.33 23.33 3.33 44 14 2 60
2016 - 2017
Advanced
Biology 92.86 7.14 0.00 52 4 0 56
2017 - 2018
Advanced
Biology 95.77 1.41 2.82 68 1 2 71
2015 - 2016 AP Biology 100.00 0.00 0.00 20 0 0 20
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2016 - 2017 AP Biology 91.67 4.17 4.17 22 1 1 24
2017 - 2018 AP Biology 80.00 20.00 0.00 20 5 0 25
2015 - 2016 Chemistry 87.64 10.11 2.25 156 18 4 178
2016 - 2017 Chemistry 77.05 10.93 12.02 141 20 22 183
2017 - 2018 Chemistry 85.80 7.95 6.25 151 14 11 176
2015 - 2016 Physics 86.76 13.24 0.00 59 9 0 68
2016 - 2017 Physics 87.80 10.98 1.22 72 9 1 82
2017 - 2018 Physics 83.96 2.83 13.21 89 3 14 106
2015 - 2016 AP Physics 100.00 0.00 0.00 15 0 0 15
2016 - 2017 AP Physics 100.00 0.00 0.00 12 0 0 12
2017 - 2018 AP Physics 95.45 4.55 0.00 21 1 0 22
2015 - 2016
Enviro Science
F to F 65.00 25.00 10.00 13 5 2 20
2016 - 2017
Enviro Science
F to F 75.86 6.90 17.24 22 2 5 29
2017 - 2018
Enviro Science
F to F 79.03 12.90 8.06 98 16 10 124
2015 - 2016
Physical
Science 60.23 16.99 22.78 156 44 59 259
2016 - 2017
Physical
Science 66.67 13.51 19.82 148 30 44 222
2017 - 2018
Physical
Science 80.77 11.54 7.69 42 6 4 52
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2015 - 2016
Clean
Energyneering 65.63 18.75 15.63 21 6 5 32
2016 - 2017
Clean
Energyneering 54.24 23.73 22.03 32 14 13 59
2017 - 2018
Clean
Energyneering 83.33 11.11 5.56 15 2 1 18
Social Science
School Year Course Name %ABC %D %F #ABC #D #F Total
2015 - 2016 Psychology 89.66 10.34 0.00 52 6 0 58
2016 - 2017 Psychology 95.74 2.13 2.13 45 1 1 47
2017 - 2018 Psychology 87.06 5.88 7.06 74 5 6 85
2015 - 2016 Geography 76.07 9.82 14.11 124 16 23 163
2016 - 2017 Geography 65.69 16.67 17.65 67 17 18 102
2017 - 2018 Geography 70.77 11.54 17.69 92 15 23 130
2015 - 2016 Ethnic Studies 78.64 10.00 11.36 173 22 25 220
2016 - 2017 Ethnic Studies 73.46 11.73 14.80 263 42 53 358
2017 - 2018 Ethnic Studies 72.51 10.43 17.06 153 22 36 211
2015 - 2016
AP U.S.
Government 75.47 20.75 3.77 40 11 2 53
2016 - 2017
AP U.S.
Government 89.36 6.38 4.26 42 3 2 47
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2017 - 2018
AP U.S.
Government 85.48 14.52 0.00 53 9 0 62
2015 - 2016
U.S.
Government 72.73 25.25 2.02 72 25 2 99
2016 - 2017
U.S.
Government 84.95 10.75 4.30 79 10 4 93
2017 - 2018
U.S.
Government 80.91 16.36 2.73 89 18 3 110
2015 - 2016 U.S. History 82.44 11.71 5.85 169 24 12 205
2016 - 2017 U.S. History 63.43 19.91 16.67 137 43 36 216
2017 - 2018 U.S. History 67.10 18.18 14.72 155 42 34 231
2015 - 2016
AP U.S.
History 89.36 6.38 4.26 42 3 2 47
2016 - 2017
AP U.S.
History 91.57 2.41 6.02 76 2 5 83
2017 - 2018
AP U.S.
History 95.52 2.99 1.49 64 2 1 67
2015 - 2016 World History 84.98 9.01 6.01 198 21 14 233
2016 - 2017 World History 76.17 11.33 12.50 195 29 32 256
2017 - 2018 World History 79.48 11.79 8.73 182 27 20 229
2015 - 2016
AP World
History 87.65 8.64 3.70 71 7 3 81
2016 - 2017
AP World
History 89.86 5.80 4.35 62 4 3 69
2017 - 2018
AP World
History 90.28 8.33 1.39 65 6 1 72
2015 - 2016 Modern Econ 86.30 12.33 1.37 126 18 2 146
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2016 - 2017 Modern Econ 78.86 18.70 2.44 97 23 3 123
2017 - 2018 Modern Econ 87.50 11.18 1.32 133 17 2 152
World Language
School Year Course Name %ABC %D %F #ABC #D #F Total
2015 - 2016 French 1 95.08 3.28 1.64 58 2 1 61
2016 - 2017 French 1 95.52 4.48 0.00 64 3 0 67
2017 - 2018 French 1 98.21 1.79 0.00 55 1 0 56
2015 - 2016 French 2 97.73 0.00 2.27 43 0 1 44
2016 - 2017 French 2 97.50 2.50 0.00 39 1 0 40
2017 - 2018 French 2 95.45 4.55 0.00 42 2 0 44
2015 - 2016 French 3 100.00 0.00 0.00 43 0 0 43
2016 - 2017 French 3 92.59 7.41 0.00 25 2 0 27
2017 - 2018 French 3 100.00 0.00 0.00 24 0 0 24
2015 - 2016 French 4 100.00 0.00 0.00 16 0 0 16
2016 - 2017 French 4 100.00 0.00 0.00 7 0 0 7
2017 - 2018 French 4 100.00 0.00 0.00 6 0 0 6
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2015 - 2016 Japanese 1 93.33 0.00 6.67 42 0 3 45
2016 - 2017 Japanese 1 70.97 3.23 25.81 22 1 8 31
2017 - 2018 Japanese 1 77.59 3.45 18.97 45 2 11 58
2015 - 2016 Japanese 2 89.66 3.45 6.90 26 1 2 29
2016 - 2017 Japanese 2 93.88 4.08 2.04 46 2 1 49
2017 - 2018 Japanese 2 82.86 11.43 5.71 29 4 2 35
2015 - 2016 Japanese 3 100.00 0.00 0.00 22 0 0 22
2016 - 2017 Japanese 3 81.82 18.18 0.00 18 4 0 22
2017 - 2018 Japanese 3 100.00 0.00 0.00 30 0 0 30
2015 - 2016 Japanese 4 HP 100.00 0.00 0.00 9 0 0 9
2016 - 2017 Japanese 4 HP 100.00 0.00 0.00 10 0 0 10
2017 - 2018 Japanese 4 HP 100.00 0.00 0.00 9 0 0 9
2015 - 2016 Spanish 1 60.36 18.02 21.62 134 40 48 222
2016 - 2017 Spanish 1 48.30 21.02 30.68 85 37 54 176
2017 - 2018 Spanish 1 55.56 18.13 26.32 95 31 45 171
2015 - 2016 Spanish 2 93.81 5.15 1.03 91 5 1 97
2016 - 2017 Spanish 2 77.65 14.12 8.24 132 24 14 170
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2017 - 2018 Spanish 2 78.79 15.91 5.30 104 21 7 132
2015 - 2016 Spanish 3 92.16 7.84 0.00 47 4 0 51
2016 - 2017 Spanish 3 88.33 10.00 1.67 53 6 1 60
2017 - 2018 Spanish 3 80.00 13.33 6.67 60 10 5 75
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