Focus on Learning

WASC/CDE Self Study

February 2013

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Fair View High School 290 East Avenue Chico, CA 95926

(530) 891-3092 FAX (530) 891-3232 dmckay@chicousd.org

CHICO UNIFIED SCHOOL DISTRICT 1163 East Seventh Street

Chico, CA 95928

(530) 891-3000

BOARD OF EDUCATION

Elizabeth Griffin, President Dr. Kathleen E. Kaiser, Vice President

Linda Hovey, Clerk Dr. Andrea Lerner Thompson, Member

Eileen Robinson, Member

ADMINISTRATION

Kelly Staley, Superintendent

Bob Feaster, Assistant Superintendent, Human Resources Maureen Fitzgerald, Assistant Superintendent, Business Services

Dave Scott, Assistant Superintendent, Educational Services John Bohannon, Director, Alternative Education

Janet Brinson, Director, Categorical Programs

Jason Gregg, Director, Information Technology Vince Enserro, Director, Nutrition Services

David Koll, Director, Classified Human Resources Mike Morris, Director, Assessment and Testing

Joanne Parsley, Director, K-8 Curriculum & Instruction Peter Van Buskirk, Director, Business Services

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ADMINISTRATION

David S. McKay, Principal

Doneld Williams, Assistant Principal

Rhonda Odlum, Teacher In Charge

FACULTY Fran Anderson Sherri Boone

Angie Bracco Brent Campfield

John Cowan Lance Daniels

Troy German Mark Hardesty

Cat Hooper Jannelle Kodad

Jill Kortie

Alexey Ledwith Eddy Love

Charles Lynn Matt McGuire

Andrew Moll Marie Paquette

Michelle Rose Erica Scott

Rhonda Stadtmiller Janice Sunderland

Karen Washington Sheri Zeno

SUPPORT STAFF

Barbara Albers, Registrar

Carol Burns, School Office Manager

Mary Kay Inserra, Multicultural Instructional Assistant

Miranda Mackabee, BCBH/Friday Night Live

Nancy Medina, Case Manager

Melanie Smith, Attendance

Kathy Sinnott, Instructional Assistant, Spec. Ed./Voc. Ed.

Nate Schultz, Computer Tech

Tim Ward & Brian Daggett, Custodial Staff

Gabrielle Walters, Health Assistant

Kim Eckes, Judy Donnelly, Patsy Drouillard, Cafeteria Staff

Nicole McNair, Toby Treuel, Campus Supervisors

DISTRICT SUPPORT STAFF

Mireya Jauregui-Lopez, School Psychologist

John Siebal, LCSW

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WASC Focus Groups 2012-13

Vision and Purpose, Governance, Leadership and Staff

Rhonda Odlum, David McKay, Carol Burns, Jill Kortie, Barbara Albers, Melanie Smith Chair: David McKay

Standards-based Student Learning: Curriculum & Instruction

Erica Scott, Troy German, John Cowan, Alexey Ledwith, Lance Daniels Chair: John Cowan

Standards-based Learning: Assessment & Accountability

Karen Washington, Jannelle Kodad, Angie Bracco, Sherri Boone, Janice Sunderland Chair: Karen Washington

School Culture & Support for Student Personal and Academic Growth

Mark Hardesty, Brent Campfield, John Siebal, Nancy Medina, Fran Anderson, Eddy Love Chair: Brent Campfield

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TABLE OF CONTENTS

Chapter 1 Student and Community Profile ....................................................... 6

Chapter 2 Student and Community Profile Summary and Analysis ....... 28

Chapter 3 Progress Report .................................................................................... 31

Chapter 4 Self Study Findings ............................................................................. 43

Chapter 5 Schoolwide Action Plan..................................................................... 65

Appendices............................................................................................ 76

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F a i r Vi ew Hi g h School

Chapter 1

Student and Community Profile

STUDENT/COMMUNITY PROFILE

COMMUNITY Chico is a growing Northern California community that was founded by John Bidwell in 1860. Agriculture, education, medical, retail, and tourism are the most notable industries. The population of the Chico urban area is approximately 102,000. The Chico Unified School District (CUSD) encompasses over 300 square miles and serves in excess of 12,000 students. Fair View High School is one of four high schools in the Chico Unified School District and serves approximately 250 students who were not succeeding in the comprehensive high school system. Fair View High School is the only continuation high school in the district. The Oakdale (independent study), Center for Alternative Learning (opportunity), and Academy For Change (community day) schools are also located on the Fair View campus and provide additional alternative education options for students. The total enrollment across all four schools for the 2012-13 school year averages approximately 450 students.

HISTORY OF FAIR VIEW HIGH SCHOOL Fair View High School was established by the Chico Unified School District Board of Trustees in 1968. Classes were first held at the Silver Dollar Fair Grounds. The students named the school Fair View because they said they were treated fairly and that the staff and the activities of the school provided them with a new and more positive view of life. The school was moved to its second location (formerly the Oakdale Elementary School) in 1975, a site that has housed a number of schools for over one hundred years. In 2005, Fair View was moved to its present location at the north end of town, the original site of Jay Partridge Elementary School. Mr. Orville Ryther served as the first principal of Fair View from 1968 to 1980. Steve Connolly took on the leadership for both Fair View and the Center for Alternative Learning in 2003, becoming the sixth person to hold the Principal’s position at Fair View. Bernard Vigallon, a seasoned veteran in education, and a man who did much to elevate the educational, behavioral, emotional, and social needs of its students became Principal for the second time from 2007 to 2011 (he also served as principal from 1988 to 1999 before becoming the director of alternative education). Our current Principal, David McKay, continues to fulfill the vision of his predecessors, while bringing a fresh, compassionate spin to a challenging segment of students in this district. The teaching and support staff has been remarkably stable over the years, as evidenced by the high retention rate of both the certificated and classified staffs.

Fair View High School has been accredited by the Western Association of Schools and Colleges since 1974 and received a six year accreditation with a three year review in 2001. Fair View was recognized as a Model Continuation High in 1994 and in 1999 by the California Department of Education. As a result of the standards of excellence established by the school, Fair View has received considerable support from the community. Organizations such as the Chico Community Scholarship Association, Chico Rotary Club, Soroptimists of Bidwell Rancho Chico, Chico Breakfast Exchange Club, Grace Brethren Church and others continue to support the staff’s efforts to encourage all Fair View students in their academic efforts. As the community of Chico has changed during its growth, the Fair View look has changed as well. Currently the Fair View Campus also houses the district’s opportunity program for 7th, 8th , and 9th grade students (Center for Alternative Learning), the Young Parent Program, Oakdale Independent Study School and Academy for Change, a community day school serving the needs of expelled students, SARB referrals, and students on probation. SCHOOL PURPOSE

Fair View High School continues to have a fair and positive approach. Fair View promotes this through the concepts of Show Up (attendance), Be Cool (behavior), and Take Care of Business (credit/work completion). These are the three areas that the majority of our students need some assistance with and are the basis for most referrals to alternative education. These are the important life skills we address with our students. Additionally, we affirm the worth and dignity of each individual, and model the concept of redemption; the ability to accept past areas of difficulty and overcome them with integrity and hope.

MISSION STATEMENT FOR FAIR VIEW HIGH SCHOOL “Nurturing talents, promoting competency, developing citizens.”

VISION STATEMENT FOR FAIR VIEW HIGH SCHOOL We are a united, committed school community driven to CONNECT all students to our positive school culture, ACCELERATE all students’ interpersonal and academic skills, and LAUNCH all students into their post-secondary goals.

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EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLR’s) ALL FAIR VIEW HIGH SCHOOL STUDENTS WILL: SHOW COMPETENCY IN BASIC ACADEMIC SKILLS This may be demonstrated by one or more of the following:

Meeting district graduation requirements and attributes AND Passing the State High School Exit Exam

OR Passing the GED

OR Passing the California High School Proficiency Exam

DEVELOP PERSONAL MANAGEMENT SKILLS This may be demonstrated by:

Accountability for personal decisions and behaviors

Problem solving and adapting to changing situations

The ability to establish immediate and long term goals

Utilization of available campus/community resources

An understanding of Healthy/fit lifestyles

Effective personal organization techniques

DEVELOP EFFECTIVE COMMUNICATION SKILLS

This may be demonstrated by:

Effective listening, speaking and writing skills

Ability to understand, interpret and exchange information

Ability to utilize relevant technology

Artistic expression

Ability to establish and maintain healthy relationships

DEVELOP GLOBAL AWARENESS This may be demonstrated by:

Understanding and acceptance of diverse cultures, values and points of view

Awareness of their role as a citizen in the local, national and global community

Understanding the personal responsibility of keeping the campus and the community safe

BE PREPARED FOR EMPLOYMENT This may be demonstrated by:

Completing a job skills program

Understanding employer expectations

Punctuality, reliability, preparedness

Appropriate dress, hygiene, language, and self-presentation

Self-initiative & motivation

Ability to take/follow directions and work with others

STATUS OF SCHOOL / STUDENT PERFORMANCE Fair View High School receives Title 1 funds on a school-wide basis. However, Fair View has not met Adequate Yearly Progress for the past three years and is identified as Program Improvement, year 2. The 2011/2012 Accountability Progress Reporting (APR) shows that Fair View met 3 of 6 AYP criteria. The 3 areas met were the participation rate for both English-Language Arts and Mathematics and the 2011/2012 graduation rate. Areas not met were the 2011 API Growth, and the percent proficient in English-Language Arts and Mathematics.

What makes the three-year decline all the more disappointing is that it coincides with an unprecedented effort from all Fair View staff to align instruction and assessment with CUSD Essential Standards. These discouraging test scores conflict with our day-to-day observations of increased academic rigor and student engagement, in addition to instituting a new diagnostic assessment system and a three-tiered intervention program for ELA and Math. These improvements are outlined in more detail later in this self-study.

STAR ENGLISH

While Fair View continues to strive to implement a more rigorous, engaging curriculum, we are also continuing to struggle to reach federal requirements for percentage of students who score Proficient or better on Math and ELA assessments. The charts below clearly show Fair View’s an increasing number of students scoring in the Below and Far Below Basic categories from 2009 to 2011. In 2008-2009, 36% of students tested scored Far Below or Below Basic on the ELA CST compared with 76% in 2010-2011.

STAR ALGEBRA

Algebra is a graduation requirement for both our District and the State. However, many of our students do not complete this requirement at Fair View until their senior year. A review of the Algebra test results shows a similar trend to the review of the ELA graph and table. Over the last three years, the students who passed with proficient or better were approximately 1%. In 2008-2009, 76% of students tested scored Far Below or Below Basic on the STAR Algebra compared with 82% in 2010-2011. Once again, given our increasingly refined three-tiered, assessment driven diagnostic/intervention program implemented in 2010-11, one would expect these scores to improve. Unfortunately, they continue to fall.

ALTERNATIVE SCHOOLS ACCOUNTABILITY MODEL Fair View has also shown a steady overall growth in our Alternative Schools Accountability Model (ASAM) School Report over the six-year period since our last full WASC review. This report designed by the State looks beyond the API for California’s continuation high schools. In 2004, each participating school selected three performance indicators by which to assess student achievement. Fair View selected out-of-school suspension rate, attendance rate, and credit completion rate as our performance indicators, since those three areas cover the three main reasons why a student is referred to alternative education: problems with attendance, behavior, and/or credit completion (grades). Furthermore, the basis of the ASAM model is the 90-day student. From 2004-2010, the California Department of Education (CDE), measured alternative school’s performance in their respective performance indicators based on data generated from students continuously enrolled in their programs for at least 90 days. The rationale for the 90-day practiced was based on the premise that it was only fair to assess alternative schools on students who had remained enrolled with them long enough for the school’s culture and programming to have a reasonable effect on the pupil. In 2010, funding for ASAM was suspended indefinitely due to budget cuts. Since using only STAR data to assess student progress can be overwhelming and un-insightful, Fair View continued to keep track of student performance in these three indicators. Instead of narrowing the focus to only 90-day students (which added a significant challenge in the data collection process), we decided to track data on all Fair View students. Both called meeting time and collaboration time were dedicated to improving

attendance, decreasing the number of students failing classes, and creating in-house discipline practices to virtually eliminate out-of-school suspensions.

As the chart above shows, Out-of-School Suspensions have remained below 5% since 2008. Given the significant behavioral issues that many alternative education students bring with them when they enroll at Fair View, we take pride in the data showing our program’s consistent success in managing those negative behaviors, keeping them in school, and moving them towards graduation. Out-of-School Suspensions are rendered only in the most extreme circumstances. The single biggest contributor to the sharp and sustained dip in this statistic from 2007 is our In-School Suspension program, housed at Academy For Change, our district’s community day school, located on the Fair View campus per a waiver from CDE. As the graph below indicates, the number of graduates has consistently increased since 2007 while the overall enrollment has decreased. This data would suggest that Fair View is achieving considerable success at achieving its mission of assisting students with achieving their high school diploma.

The ASAM graph also shows an overall improvement in Attendance Rate (P2 data). Fair View staff believes a student’s journey from at-risk student to high school graduate begins with connecting to our positive school culture. Obviously, students cannot connect if they are absent. We have invested a significant amount of resources towards improving our attendance rates since the 2007 WASC visit. As the Student Support section of this self-study will indicate, our newly-revamped Student Support Team/Center (SST/C) has played a significant role in increasing student attendance. We do not believe the full implementation of the SST/C in 2011-12 and the significant jump from 77% to 86% ADA is a coincidence. Indeed, the formation of the SST/C in 2011-12 is the only significant programmatic change implemented in the last six years. Other efforts attempted to address the attendance issue from other perspectives that were more “surface-oriented” (eg talking about attendance with students, sending truancy letters, offering extrinsic rewards, etc.). The SST/C addresses the core issues contributing to student truancy: substance use, grief and loss, depression, bullying/harassment, etc. Finally, the ASAM data shows an improvement in Credit Completion Rates over the same six-year period, approaching 90% in the 2011-12 school year. Credit Completion Rates effectively measures the rate at which students are failing one or more classes. For example, the way the data collection model is set up, if a student earns one credit out of a possible three in a given class, the data is collected as if that student attempted one credit and earned that credit. Such a model is implemented to take into account the transient nature of at-risk youth and to allow ASAM schools to focus on what students can earn as opposed to the traditional all-or-nothing approach at traditional schools. However, if a student fails a given class, that data is reported as the student attempting three credits and earning zero. The Fair View staff has paid particular attention to this statistic over the past six years, implementing a variety of social and academic interventions to effectively make it more difficult for a student fail a class than to pass it. As the data shows, we did not achieve this improvement simply through grade inflation (note the dip in

2010). Quite the contrary, Fair View has addressed this critical issue by increasing academic rigor and raising the bar on student learning expectations. Evidence of these improvements can be found in the appendices. For example, with the benefit of the 21st Century Community Learning Centers (CCLC) grant beginning with the 2008-9 school year, Fair View was able to increase the number of classes a student could take from six to nine, while also lengthening the student day from a 2:00 release to a 4:40 release for many students. Even though extending the day effectively provides more opportunities for students to fail classes and lower the Credit Completion Rate, the graph shows an overall improvement in this performance area. Fair View leadership is hopeful that with the implementation of the new Common Core State Standards, a fairer, more reliable, and valid state/federal testing system will be utilized for alternative schools like Fair View. The Fair View culture is increasingly data-driven; but much—if not all—of the actionable data generated comes from the work of site-based staff and assessment tools. As further evidenced in the appendices, Fair View is taking the initiative to assess students on the essential standards (which are also more CCSS-oriented) a three-week basis. While the traditional state and federal testing data provides more of an autopsy, based on the false premise that students are enrolled with us for 180 days, our site -based assessment system will emphasize timelier local reporting that assesses student progress over shorter increments of time. CALIFORNIA HIGH SCHOOL EXIT EXAMINATION The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Students - Three-Year Comparison

Subject School District State

2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11

English-Language

Arts 34 32 38 61 62 67 52 54 59

Mathematics 27 22 14 67 63 65 53 54 56

* Scores are not shown when the number of students tested is ten or less, either because the number of students in this

category is too small for statistical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group - Most Recent Year

Group

English-Language Arts Mathematics

Not Proficient

Proficient Advanced Not

Proficient Proficient Advanced

All Students in the LEA 33 30 36 35 44 20

All Students at the School 62 36 3 86 11 3

Male 71 29 0 80 16 4

Female 47 47 7 100 0 0

Black or African American 0 0 0 0 0 0

American Indian or Alaska Native 0 0 0 0 0 0

Asian 0 0 0 0 0 0

Filipino 0 0 0 0 0 0

Hispanic or Latino 0 0 0 0 0 0

Native Hawaiian/Pacific Islander 0 0 0 0 0 0

White 62 38 0 86 10 5

Two or More Races 0 0 0 0 0 0

Socioeconomically Disadvantaged 71 25 4 86 11 4

English Learners 0 0 0 0 0 0

Students with Disabilities 0 0 0 0 0 0

Students Receiving Migrant

Education Services 0 0 0 0 0 0

* Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

The California High School Exit Exam has not been a problem for the potential graduates at Fair View. Seniors are allowed three testing attempts during their senior year. Fair View has built both an ELA and a Math CAHSEE prep class into the daily schedule. Students that have not yet passed the Exam are scheduled into the class during the session prior to their taking the Exam. An after school prep class has also been offered prior to testing dates for any needed review. As stated previously, we recognize there is still room for improvement in the student performance category, but we are making positive strides in this endeavor, as shown by the API, ASAM, and CAHSEE reports.

STUDENT ENROLLMENT The majority of students who enroll in Fair View High School are referred from within the Chico Unified School District. Chico High School and Pleasant Valley High School, the district’s two comprehensive high schools, refer the largest number of students to Fair View. Fewer students are referred from the Academy for Change and Oakdale Independent Study School, which are also district

programs. Fair View also enrolls many students new to the District on a regular basis. "New to the District" students are usually behind in their progress towards graduation. Fair View had a student capacity of 220 students prior to the 2005-06 school year. In 2006-2007, Fair View moved to its new location and the capacity increased to 260 students. Staffing reductions stemming from budget cuts have reduced the capacity to 240-250 students since the 2011-12 school year.

Most of the students enrolled at Fair View are of White ethnicity, between 50% and 62%. Hispanic/Latino ethnicity has increased and has had a 25% to 32% range. Black/African American and American Indian ethnicity has had a range between 4% and 6%.

STUDENT ENROLLMENT BY VARIOUS GROUPS

Fair View provides for the needs of the special education students with a Resource Specialist Program. Over the past three years, Fair View’s special need population has been between 8% and 14%. RSP students at Fair View may be enrolled in one or two Resource periods a day as well as regular classes. A few may receive monitoring assistance only.

Students currently enrolled in Fair View’s Resource Specialist Program have scores only in the Basic, Below Basic and Far Below Basic categories on their CST’s. This has been the trend since 2005-2006. Fair View has a diverse population that includes English Learners that has increased dramatically from 6% to 16%. Over the last three years, socioeconomically disadvantaged student population has increased slightly from 77% to 80%. PRIMARY LANGUAGE English has been the primary language spoken in the home of the Fair View students, 80% to 82%. Spanish is the predominate language, other than English, with a range between 15% and 18%.

LANGUAGE PROFICIENCY The number of students entering Fair View with limited English proficiency has also increased over the years, with the rage between 8% and 12% (the graph below shows 2012-2013 totals). Fair View added an English Language Development (ELD) teaching position during the 2005-2006 school year to address this student need.

ELL students are placed in language development classes. The results they obtain on the High Point Placement Test, used District wide since August 2005, determines which ELD section they will attend: ELD Basics or ELD 1, 2, or 3. The CELDT is administered to all ELL students throughout the District each fall. The majority of the students at Fair View are Advanced or Early Advanced in their English language proficiency. They also have access to the regular core classes and a bilingual instructional assistance is available when needed. ELD/CLAD/SDAIE certified teachers teach throughout the Fair View core. A CLAD certified teacher teaches the ELD core and assists where needed. The ELD teacher uses the District approved High Point curriculum in the ELD classes.

Performance Level 2009-10 2010-11 2011-12

Advanced 3 2 3

Early Advanced 13 12 9

Intermediate 10 11 6

Early Intermediate 2 3 0

Beginning 0 2 0

ATTENDANCE The average daily rate of attendance (ADA) showed a steady increase from the 2009-10 school year through 2011-12 the school year, a range from 77% to an all-time high of 86.5%. The previous WASC noted that attendance was a concern for Fair View. Administration and key support staff have developed strategies to improve attendance which has shifted from a school of declining attendance to one of greatly improving attendance. Given that poor attendance is one of the

main reasons for a student to be referred to Fair View, an 86.5% rate is all the more significant. Nevertheless, we will continue to strive for incremental improvements in attendance: our 2012-13 goal is 87%. The truancy rate is a hard one to calculate for Fair View as many parents do not call or send notes with their students upon their return to school. All excessive student absences are treated the same. Fair View sends out truancy letters, holds meetings, and sends referrals to SARB/Truancy Mediation on those students that are not attending regularly. Our Bilingual Targeted Case Manager meets with students and families to coordinate necessary resources for needy students to get to school regularly. Fair View has greatly improved its ability to monitor attendance, communicate with families, and set up opportunities to coordinate necessary resources to get more students to come to school. Most students with extremely poor attendance were referred to Fair View for just that reason. Given these circumstances, an overall school attendance rate of 86.5% reflects a significant improvement over many students’ past attendance rates at the comprehensive schools. Tardiness has also been a problem at Fair View, despite adjustments made to the Fair View bell schedule to coincide with the city bus schedules. From August to September, 2009 approximately 50-60 students were arriving late to school each day. As a staff, Fair View decided this statistic was unacceptable. We agreed to institute school-wide “lockouts” on an intermittent basis, with offenders being directed to go to the office for a conference with administration. This practice has cut 1st period tardies in half as of December, 2009. Ironically, most of these tardy students are dropped off by parents or family members. Fair View is taking additional steps in an attempt to decrease these numbers, including adding periods on to the end of the day (up to 9 periods) for students missing a significant amount of morning class time due to tardies, a Responsibility Room assignment until 6:00 pm, and In-School Suspension for flagrant offenders. We have also significantly stepped up school/parent communications to help families understand the importance of getting students to school on time, as well as to support those parents experiencing difficulty getting reluctant teenagers to get up on time. Unfortunately, 1st period tardies have once again increased since 2010, as staff has shifted its focus for intensely on getting students to school—period. Resources preciously dedicated to the aforementioned interventions have been shifted towards helping students connect with the school staff.

SOCIOECONOMIC STATUS

The parent education level for the parents of the Fair View students varies, with the largest response received being in the some college column. In 2005-2006, about 75% of the parents/guardians were high school graduates. The

demographics have shifted to an increase in educational level to 51% of our parents/guardians have some college.

The percentage of students who qualify for the free and reduced meals program has seen a steady increase in the past several years from 38% for the 2003-04 school year to 81% for the 2011-12 school year.

SCHOOL FACILITY

Fair View High School moved to its present location at the start of the 2005-06 school year. Since the move to this campus, many improvements have been made in order to house the many programs implemented here. New, updated portable classrooms have been added, and fencing and gates installed to keep programs separate from one another. Currently a large building project is being completed. Fair View High School will now house a state-of-the-art construction building for the ROP Construction Program. Prior to the move, the District did an electrical and technology wiring upgrade of the facility. They also reconfigured and built additional office space to meet the needs of Fair View. Elementary playground equipment was removed and the facility was relined and painted for secondary use. There are now separate, fully staffed and equipped areas for all needs related to the students. There are new bathrooms to support the addition of the Academy for Change “Village”, as well as a counseling center, nurse’s office, attendance area, and a large conference room for staff meetings, SARB and expulsion hearings conducted on campus.

Fair View provides office space for a School Resource Officer from the Chico Police Department and Probation Officers from Butte County. Both assist with safe schools issues on the Fair View campus. Fair View expects additional major renovations funded by the recent passage of Measure E. While these improvements will consist primarily in modernizing one of the oldest sites in the district, input from community, students, and staff have been solicited by Fair View leadership (see appendices).

STAFF The Fair View staff consists of 43 full and part-time employees of the District, 27 certificated which includes 1 Principal, 1 Assistant Principal, 1 Teacher in Charge, 3 Counselors and our School Psychologist. Our classified staff consists of 15 employees in various positions. All of the certificated teaching staff has met the highly qualified teachers’ requirement of the No Child Left Behind Act and none are teaching with emergency permits. While 5 teachers have advanced degrees, none are National Board Certified Teachers. However, they are an experienced group as the teachers have an average of 11 years teaching in the District, and an overall average of 15 years in the teaching profession. Our newer teachers have been through the BTSA program, with one currently enrolled, and eight teachers have ELD or CLAD certification. The overall gender make-up of the Fair View staff is mainly female, 22 compared to 16 males, with the ethnicity being mostly White. Staff responses on the 2011-12 School Climate Survey (see appendices) indicate an overall high level of morale, with the highest responses under “administrators treat me with respect” (4.69 mean on a 5-point scale), “I love seeing the results of my work with students” (4.67), “administrators support me in my work with students” (4.56), and “I love to teach” (4.54). The lowest responses came in the areas related to perceived academic rigor: “I believe student achievement can increase by using ongoing students assessments related to state standards” (3.0), “Quality work is expected of all students at this school” (3.06), and “The instructional program at this school is challenging” (3.06). These responses indicate a “Neutral” perception on these important issues. Leadership, in conjunction with staff, developed an Action Plan to address these areas of growth (see appendices).

STAFF DEVELOPMENT The push throughout our District this school year has been the awareness and then the development of common core standards. There has been a unified effort to expose as many administrators and lead teachers to this concept as possible, with expected movement at all schools in this direction. Three teachers have

already attended the Basic Common Core training through Butte County of Education. In January 2013, we have three English attending the Common Core Training-of-Trainers. Moreover, since 2006, Chico Unified has been developing the Professional Learning Community (PLC) movement. There has been a unified effort to expose as many administrators and lead teachers to this concept as possible, with expected movement at all schools in this direction. Almost every Fair View teacher has had some direct exposure to a major presentation by a national PLC advocate. Fair View is on board and moving forward with this approach. For example, we have developed and are implementing an Action Plan based on the student and staff responses to the 2011-12 School Climate Survey within the PLC context. Since overall staff morale is high, staff has determined that a key missing piece in the student achievement puzzle is knowledge of specific ski lls related to utilizing ongoing student assessments and eliciting higher order thinking skills from students. It’s worth noting that student responses to the School Climate Survey also indicated a perceived low level of academic rigor, with a mean score of 3.0 to the statement, “I feel challenged at this school.” As if to capture the mercurial nature of many Alt Ed students, the highest-scoring student responses related to students feeling like teachers expected them to do their best (over a 4.0, or “Agree”) and feeling prepared for the real world (also over 4.0). The conclusion one could draw from this data is that Fair View students feel like teachers expect them to do their best and that they feel ready for life after high school, yet simultaneously feel like they could be challenged more in their classes. In response to this need, we have focused our site-based professional development on building our knowledge base in these areas. This year, the emphasis has been on teachers taking release days to collaborate: sharing expertise and using that shared knowledge to create products designed to increase rigor. Products range from end-of-unit exams, to refined pacing guides, to formative assessment strategies, to new unit creation. In 2009, Fair View teachers voted unanimously to approve a contract waiver that calls for weekly collaboration time on Wednesday mornings. After the 2011-12 school year, however, staff decided that the overall needs of the school could best be met by not altering the student schedule and instead making more intentional use of called meeting time to address the critical questions of a PLC: 1. What do we want all students to learn? 2. How will we know they’ve learned it? 3. How will we respond when some students don’t learn it? 4. How will we respond when some students have already learned it? 5. How will we connect all students to our positive school culture? (This

question was added by all three high schools in 2009.) Therefore, weekly collaboration time was folded into called meeting time. As the appendices indicate, the Fair View staff is still making progress towards refining our responses to the critical questions and establishing an ongoing cycle of data-

driven teaching and learning for all students. Chico Unified has also instituted district-wide Staff Development Days since the beginning of the 2010-11 school year to further build both PLC and Common Core capacity.

PARENTING/PRENATAL ENROLLMENT The Chico Unified School District’s Young Parent Program is housed and operated by Fair View High School, in conjunction with Cal-SAFE and Early Head Start. This program is designed to increase the availability of support services necessary for enrolled expectant and/or parenting students. The goal is to improve academic achievement and parenting skills while providing a quality child care/development program for their children. This is a comprehensive, continuous and community linked School-based program, which has an emphasis on classroom instruction. Most pregnant/parenting students state that they would not be enrolled in school without this offering on our campus. Enrollment in the Young Parent Program has been in the range of 13 to 23 students a session during our review years of 2007 to 2012. Prenatal classes range from 3 to 10 students per session, while Parenting classes range from 9 to 18 students per session. Fair View is proud to have alumni, and Young Parent Program student, Mireya Jauregui working on our campus as the school psychologist. Early Head Start is currently running the on campus Child Care program. This partnership was put in place during the 2006-07 school year. To date it has been working well for all involved. Currently, the Center has 9 babies enrolled. The Center will take a maximum of 12 babies, 6 weeks to 18 months old, and 8 toddlers, 18 months to 3 years old. This partnership has allowed recent graduates to keep their young ones in a child care program they know and feel comfortable with while they go to college and/or work. English teacher Erica Scott was once an infant in the Fair View Early Head Start Center while her mother attended Fair View.

TARGETED CASE MANAGER Fair View High School is extremely fortunate to have a full time Targeted Case Manager on staff. The Targeted Case Manager is an invaluable asset to the campus because of her efforts in building connections with students which strengthens the partnership and communication necessary for families and the school to work successfully together on behalf of the students’ academic success. The mission of the Targeted Case Manager is to empower parents to nurture confident, successful students who live in a healthy community with involved parents and supportive schools.

The Fair View High School Targeted Case Manager is committed to

INFORMING all families about school programs and home strategies that support children as students.

INCLUDING all families as participants in school decisions, activities,

and meetings.

GUIDING all parents to access community resources that address families’ needs and enrich the lives of students.

The Targeted Case Manager services include but are not limited to meeting with students and parents regarding goal setting towards high school graduation and planning for the future, helping students apply for college scholarships, connecting students to school events and clubs, interpreting for parents at IEP meetings and parent conferences, linking families to appropriate community resources for housing and medical needs, helping parents fill out school forms, addressing student attendance and behavior issues, and/or addressing transportation issues. There is a strong need for parent outreach and parental support in education and this is also true at the secondary level where it often becomes especially difficult for parents to deal with teen issues, behavior, and academic needs. Frequently, parents become less involved in their teen’s life just when they need the most guidance but fortunately at Fair View High School the Targeted Case Manager provides parents and teens strategies to navigate through the challenging teen years allowing parents the opportunity to fulfill their role as supportive parents and allowing students the support and opportunity to succeed.

F a i r Vi ew Hi g h School

Chapter 2

Student and Community Profile

Summary and Analysis

CRITICAL ACADEMIC NEEDS Through an examination of our data, the following are the three areas of critical need at Fair View:

Improved Student Attendance. While Fair View has seen an increase in the average daily attendance rate, students are not consistently coming to all classes in a timely manner that allows them to succeed in a standards based setting. Many of the students that enroll at Fair View are significantly behind in their credits needed for graduation. Poor attendance only places them further behind.

Improved Test Results. As stated, Fair View is in year two of program improvement. The only way out is to increase the overall proficiency scores and the number of students tested. Many of the students do not take the State testing process seriously and/or quickly become frustrated during the testing process. Nevertheless, site-based data indicates a perceived low-level of academic rigor overall from students and staff alike. It is reasonable to predict that test results will improve as a byproduct of ramping up the rigor in all courses.

Vocational Classes/Career Preparation. Fair View has a segment of its enrollment that is transient and/or enters Fair View with no real means of obtaining a high school diploma through the traditional credit process. Even many of those on track to graduate will not seek further education at the college level. A majority of the Fair View students will enter our community in need of immediately supporting themselves and obtaining employment.

Improved Credit Completion Rate. As one of our three ASAM Performance Indicators, this statistic effectively measures our progress at engaging students in their learning and, therefore, passing all classes. We want Fair View to be a place of success for all students in all classes. We need to continue to refine our entire assessment continuum: from effective initial diagnostics—and using that data to adjust scheduling/instruction—to three-week progress monitoring unit assessments, to end of session benchmark assessments measuring student progress on essential Common Core Standards, to timely interventions during the regular school day for students not demonstrating proficiency in any given class.

QUESTIONS

1. What do we currently have in place to address these needs?

2. How effective have these programs been to address these needs and how can they be improved?

3. How can we further build positive relationships with the students that are

not connecting to our positive school culture?

4. What types of programs, policies, and/or procedures do we need to put in place to assist our students in meeting these needs?

5. What intervention programs are successful in other schools that we can

implement to meet the needs of our students?

6. What type of professional development is necessary to meet these needs? How can we best utilize the budget and current staffing to implement new programs?

F a i r Vi ew Hi g h School

Chapter 3

Progress Report

PROGRESS REPORT Fair View High School staff and administration chose three general areas for growth in their 2006-7 WASC report:

1. Improved Student Attendance 2. Improved Test Scores (and Credit Completion Rates) 3. More School-to-Work Opportunities

Current reporting directly follows each of the targeted areas.

SECTION 1: STUDENT ATTENDANCE Critical Areas of Follow-up The 2007 Fair View High School WASC Report identified seven (7) follow-up tasks to meet the growth target: “The average daily attendance rate will increase by 3% each year until it reaches the district average.” As previously mentioned in this report, many students are referred to Fair View because they are not coming to school on a regular basis. Improving student attendance remains, and will always remain, a Critical Area of Follow-up. It is unrealistic, however, to expect students who enroll at Fair View to “magically” begin attending school at the same rate as the district average simply because they enrolled with us. Since the 2007 visit, we continue to optimize our resources in the ongoing effort to raise student attendance, one student at a time. Chico Unified’s central attendance office generates and disseminates monthly attendance reports to school administration. These reports contain data on total enrollment and percent attendance. For comparison purposes, Fair View’s attendance rate for these reports is calculated the same as the other traditional schools in the district (not the continuation school method). As you can see from the table in the previous chapter, attendance trends have remained relatively static for the past seven years, with the exception of the jump to 86.5% in 2011-12. To monitor daily attendance more closely, the school’s attendance secretary generates a truancy letter database using the Aeries student information system and the Attention to Attendance program. This database is distributed to the TCM and the assistant principal for review before truancy letters are generated, signed, and mailed out. The TCM schedules mediation meetings with students and families to find our why students aren’t coming to school and what resources they may need to improve attendance. The AP is also included in these meetings, as appropriate. This process occurs at least once a month.

Every week, the attendance secretary generates a report of all students falling below the 80% attendance rate for the current school year. A Chico State intern, under the direction of the TCM and the AP, makes follow-up phone calls to find out why students are having difficulty coming to school. The Student Support Team (SST), including the principal and AP, meets weekly to discuss caseloads, students issues, and to target students “on the bubble” for truancy. The goal of these follow-up phone call and subsequent meetings is to more efficiently follow-up with students and encourage them to come to school on a more personal level. Many of these students have “short-term” attendance issues due to a sudden change in life circumstances. The SST takes extra steps to support these students until the extenuating circumstances de-escalate. A 3% growth in attendance means getting nine more students to come to school each day that wouldn’t have otherwise attended. As the data shows, Fair View has improved its attendance rate from 78% in 2006-7 to 86.5% in 2011-12, an 8.5% increase. While this number falls significantly below the ambitious goal of matching the district average (approximately 97%), it does mark an all-time high for Fair View, recognized earlier this school year by the superintendent as the most improved school in the district with respect to attendance. Given this statistical spike, leadership is focused on sustaining the effort, refining what’s working and eliminating what isn’t working from our anti-truancy practices. The succession of seemingly annual state-wide budget cuts—and their impact on staffing—poses a significant challenge to sustaining these efforts. Taking it one year at a time, Fair View’s attendance goal for 2012-13 is 87%. Prior to taking these pro-active measures, we found that many students were slipping through the cracks and tacitly allowed to live in a relative state of denial about their attendance. In some extreme cases, students’ schedules are significantly reduced, with the SST notifying parents that their student will not be able to earn enough credits to graduate unless their attendance improves. In other extreme cases, students are involuntarily transferred to AFC until their attendance improves over a specific period of time. The idea in both scenarios is to bring the issues to the surface with both students and families. The situation is critical; it’s not just “business as usual” with your student. The SST also makes regular phone calls home to attempt to re-connect the student with school. While a few of the students who reach this tier of our attendance improvement plan have been at Fair View for at least 90 consecutive days, the vast majority of them are new to our school. They didn’t go to school before enrolling at Fair View; they don’t come to school after enrolling at Fair View. Beginning with the 2012-13 school year, leadership, working with the Butte County Child Welfare and Attendance Officer, as well as the juvenile court, significantly re-vamped the SARB/Truancy Mediation process in CUSD for 7th through 12th graders. Since the expulsion process has proven so effective in changing student behaviors over the past ten years, stakeholders decided to pilot

out a truancy hearing process that would “put some teeth in the system” at a district level. The “District Truancy Hearings” function as a normal SARB panel would for 7th and 8th graders and as an added step for 9th-12th graders. As previously stated, the Fair View principal also serves as the chair for these hearings, which are open to any referring school within CUSD. The relative immediacy of the consequences following these hearings (usually a placement immediately at AFC with a specific rehabilitation plan, much like expulsion students), proves effective in getting students’ and families’ attention. Students who violate their contract are referred to Mediation at the county level. Comprehensive site administrators also appreciate having a specific course of action to take with their truancy students. The District Truancy Hearing process is another example of how the Fair View campus works within the broader context of CUSD and the community to serve the needs of our most at-risk students. Since dropout recovery is a key component of the effective continuation school program, Fair View renewed our strategy for serving our “returning seniors,” or “12R’s”, for the 2009-2010 school year. In the past, these students, almost all with histories of truancy, were placed in the same classes as any other 11 th and 12th graders. The result was a low completion rate for this population of students. That year, we adjusted the master schedule to include at least three periods throughout the day when the 12R’s would be all together with a specific teacher. This practice allowed administration and the 12R teacher to more effectively monitor 12R attendance and performance. Additionally, 12R students grouped themselves in “triads” on the first day of school, exchanging phone numbers and agreeing to encourage one another to attend school. In August, we started with eighteen 12R’s and as of January 4, 2010, fourteen have either completed graduation requirements or are well on their way to doing so (one moved out of the area and two have dropped out). Almost all of these students credit their ability to graduate to the opportunity to take a 9-period day. While the 9-period day and extended support for these students remain intact, budget cuts and subsequent layoffs following the 2009-10 school year forced us to lose the staffing for the 12R program. However, in the fall of 2010, leadership seized the opportunity to reinstate the Oakdale independent study school on the Fair View campus. Starting with 1.6 FTE and under 40 students, Oakdale has grown to 3.0 FTE and close to 100 students in 2012-13. Many 12R students—often from other schools within CUSD or even from outside the district—are effectively served in the Oakdale model. Further efforts are extended by our counselors, who schedule meetings with students and their families on the evenings and weekends, as needed. For accountability purposes, Fair View submitted annual reports to CDE and ASAM on attendance rates of students who have been enrolled at Fair View for at least 90 consecutive days from 2004 until 2009. Unlike the rates calculated by the central attendance office, these rates reflect continuation school method

attendance rate, based on a student attending 15 hours a week (180 minutes a day). The data for these reports was generated by the school office manager and registrar using SASI queries. Since ASAM funding was cut in 2009, Fair View continues to monitor daily attendance rates for all students via Aeries. Many of the progress monitoring steps described above were not in place, or at least not effectively utilized, at the time of the 2007 WASC visit. The current administration has built on the steps taken by the previous administration to create a school culture that focuses on results. Using data from a variety of sources to inform best practice is becoming more and more ingrained in Fair View’s culture. Relevant data on student attendance, as well as behavior and achievement, is shared regularly at staff meetings and during collaboration time. As evidenced by the preceding section, perhaps the most essential piece of our attendance improvement plan is our Bilingual Targeted Case Manager (TCM). From the moment a student enrolls at Fair View, they land on our “attendance radar”. Before students begin taking classes at Fair View, they participate in an hour-long Orientation with the principal, assistant principal, counselor, and office manager. Orientation is critical to “setting the tone” for new students and their families. As the “Show up. Be cool. Take care of business,” rules are explained to students, they are advised that failure to attend at least 80% may result in their being sent back to the originating school. We actually send very few students back to originating schools, but we want to establish an expectation that students will attend school everyday or face a consequence from Day One. This approach is commensurate with the “tough love, no nonsense” approach of both past and current Fair View administration. One-time Title I Stimulus monies were expended in 2009 to, in part, bring back the .5 counselor we lost to budget cuts as well as a new .6 Title I Intervention Teacher. The Title I teacher, as previously mentioned, targets students who are struggling to pass the CAHSEE or whose Renaissance diagnostic test scores show them functioning far below grade level in ELA. We believe successful students want to attend school more than unsuccessful ones. We are also striving to build a school culture that essentially makes it “easier to succeed than to fail.” While always difficult to claim “cause” in public education, there has definitely been a correlation between instituting these programs and an increased attendance and graduation rate for our students. The acquisition of the 21st Century Community Learning Centers (CCLC) grant in 2007 has allowed Fair View to extend its school day from 2:00 to 5:00, creating more opportunities for students to get caught up faster and/or graduate early—both attendance incentives. Afternoon classes focus on credit recovery, electives, career and technical education, school to work skills, youth employment, and content-specific remediation. Again, we believe successful students will want to come to school more than unsuccessful students. Every resource at our disposal is geared towards “nurturing the talents” of each student in order to “promote

academic competency” towards the goal of “developing competent, engaged citizens.” Unfortunately, the five-year cycle of CCLC funds expired in December of 2012. Fortunately, district leadership found a way to temporarily fund the additional sections through June of 2013, giving us some breathing room. Fair View has reapplied for the funding and expects to know one way or the other by the end of the school year. Losing the funding for the extended school day would prove detrimental to much of the progress achieved at Fair View since 2007. Key stakeholders, including site leadership, are scrambling to develop Plan B contingencies if another five-year cycle of 21st CCLC funding is not secured this year. In 2009, the staff unanimously approved a waiver that set aside an hour and fifteen minutes every Wednesday morning for collaboration. Part of our attendance improvement plan involves fostering the concept that Fair View is a place of success: successful students will want to come to school more than unsuccessful students. We also re-instituted the Advisory period on Wednesdays before 3rd Period. The staff moved away from the Advisory concept in 2007 because it was too loosely structured and effectively optional for students to attend, since it began before first period every day. While the new vision for Advisory called for a more-structured period during the middle of the day, the change in the schedule proved to be more disruptive than it was worth. Staff struggled with the autonomy of weekly collaboration and students struggled to manage the different schedule every Wednesday. While no quantitative data was collected, it was universally observed by staff that tardies (ironically) spiked on “late-start Wednesdays” and that the change in schedule promoted more of a sense of disorder and unfamiliarity with students. In 2012, staff decided not to renew the collaboration waiver and once again shelved the Advisory concept. Collaboration is now rolled into called meeting time—calling for a minimized “administrivia” agenda and a greater focus on teaching and learning—and an open invitation for teachers to petition the principal for release days for extended, product-based collaboration. Staff still reaches out to every student, with a greater emphasis on an “every period, every day” approach to fill the void of the dedicated Advisory period. The SST/C has also helped fill the void, providing a clearly designated safe zone for students to go for support. As an ASAM school, the most valid measurement of the effectiveness of our attendance improvement plan is our ASAM data: focusing on the 90-day student. Historically, the 90-day attendance rate has been significantly higher than the overall P2 rate. Budget cuts, external pressures, and technology changes have made it necessary to table the 90-day approach and instead focus on all students. The negative side of this shift in data collection is that we can no longer “compare apples to apples” from previous years. The positive side is that we can efficiently collect critical data and monitor progress for all students (since we may not know until the end of the year if a given student would end up being a 90-day student anyway).

Based on data collected since the 2007 school year, Fair View is an alternative school that is clearly working for many students, year-in, year-out.

SECTION 2: IMPROVED TEST RESULTS Critical Areas of Follow-up The 2007 Fair View High School WASC Report identified four (4) follow-up tasks to meet the growth target: “Fair View students will meet the targeted API growth rate on a yearly basis.” Follow-up tasks include aligning core classes to content standards, administering district benchmark assessments, analyzing test results to improve instruction, and increasing student “buy-in” on the STAR test. Fair View has addressed each of these follow-up areas since the last WASC Report. As discussed in Section 2, Fair View has made a concerted effort to develop as a school-wide Professional Learning Community, which encompasses the follow-up tasks for this Action Plan Area. Essential Learning Portfolios (also referred to as “Green Binders”), available in every classroom, clearly show that our core classes are aligned to CUSD Essential Standards as well as our Core Skills. As we begin the transition to the Common Core, teachers have been refining their assessments to reflect higher order thinking skills and process-oriented tasks. The Essential Learning Portfolio concept was launched this school year to provide a uniform process for site leadership to monitor student learning while conducting routine classroom walkthroughs and observations. Classes that may not have had much intentional alignment with core classes in the past (e.g. Health, Art, 21st CCLC elective courses) now strategically reinforce Essential Standards taught in core classes. While the district benchmark assessment program is struggling to gain traction, Fair View continues to move towards a school culture that is increasingly results-driven. A 1.0 FTE Math and a 1.0 FTE English position were effectively cut at the end of 2007, along with a 1.0 FTE Credit Recovery/Social Science teacher in 2008. As previously mentioned, Bernard Vigallon was appointed the principal in 2007, making him the principal of AFC and Fair View, in addition to his responsibilities as Director of Alternative Education, SARB, Director of Suspension/Expulsion Review, Liaison to Butte County Juvenile Hall and Chief Administrative Officer for the Chico GED Test Center. Current principal David McKay now holds these roles (except for the director title), in addition to overseeing the CAL and Oakdale schools. To say that this staff has been stretched thin over the past three years would be an understatement. Nevertheless, unit reflections in Appendix A demonstrate an analysis of classroom-generated student achievement data with a focus on continuously improving instruction to target student learning needs. This progress is made possible in large part to the overall excellent level of staff teamwork: from the leadership team, to teacher teams, to certificated/classified working

relationships. The saying, “Fair View is Family,” is not just an empty cliché. The difficult circumstances endured by staff over the past 6 years have only solidified that belief. While the three-year trend in API is down, the fact that Fair View met its participation rates for the 2012 CST administration indicates an improvement in student buy-in for the STAR test. Students showing significant improvement and/or scoring proficient or better are honored at an awards assembly in Session 1 and given more privileges than the typical Fair View student. We continuously reinforce the concept that the value of their diploma is linked to student performance on the STAR and CAHSEE. Students scoring Below Basic are required to take 7th-9th period classes designed to provide intensive intervention to help bump them into the Basic range. The emphasis in regular day classes is, in essence, on moving students from Basic to Proficient. While first-time CAHSEE pass rates comprise an important portion of AYP/API, Fair View continues to focus on ensuring that students pass the CAHSEE prior to graduation. While 9th and 10th grade Math and ELA courses are geared towards preparing students for the CAHSEE, the reality of a 70% student mobility rate along with most students arriving at Fair View significantly behind their comprehensive school peers, make an expanded window for measuring our success more realistic and sustainable. The class of 2012, for example, saw 100 of 109 graduates pass the CAHSEE, with the nine who didn’t pass invited back to prepare for the test at the next administration. As previously stated, we have several sections in our master schedule dedicated to CAHSEE prep and Intensive/Strategic Intervention in ELA and Math. Fair View utilizes a student calendar that divides the school year into four separate sessions, each roughly 9 to 11 weeks in length. Each session serves as its own grading period, thus allowing for constant feedback on student performance. In the traditional sense, student assignments are evaluated and credits/grades are report to the student/family at the end of each session. The beginning of a new session is also the beginning of a new grading period. Students that may have struggled one session can hopefully re-group and bounce back for the next. Student progress is monitored closely by the administration and the support staff. Conferences are held with those students/families that have not performed at a level that will lead towards graduation. In order to provide even more timely feedback, as well as increasingly involving students in assessing their own learning, the 2012-13 school year saw Fair View staff breaking up each session into three-week units. A student may earn one credit per class per unit. Every three weeks, students know exactly where they are in their journey to graduate or to return to their comprehensive schools. A student taking a 6 period day has 18 academic credits available to them each session. Most students however are enrolled in a 7-, 8-, or 9-period day,

expanding their credit-earning potential to 21, 24, and 27 credits, respectively. Those earning 15 credits or more in periods 1-6 will receive off campus privileges for the following session. As Fair View is a closed campus once students arrive until the end of their school day, this off campus privilege during lunch time acts as a positive incentive. Those earning less than 10 credits are counseled and advised of interventions/remediations based on need. Additionally, the development of the three-week unit provides staff with progress monitoring checkpoints for evaluating student progress along the way. Staff has noticed two basic categories of low-achieving students at Fair View: one group fails to make adequate progress towards graduation due to truancy and the other due to simply not putting forth any effort in class. We have termed the later group, “Intentional Non-Learners,” and have developed a protocol for identifying these students (see appendices). Those that continue to perform at a low level are advised to explore other options besides the graduation path. District-wide, teachers have access to their own individualized assessments as well as benchmark assessments through the developing Illuminate program. CRUNCHER, another program, provides testing data from the California Standards Tests, the CAHSEE, and any CELDT scores students may have. Each teacher has access to these scores and can use them to modify their lessons to address the needs of their students. Students at Fair View High School are targeted for intervention in two main ways: failure to pass CAHSEE (ELA/Math) and site assessments of reading and mathematics levels using Renaissance to identify students performing below grade level. Students in CAHSEE Reading/Writing classes receive specific, explicit, systematic instruction designed to increase and accelerate their learning progress and achievement. Instructional approaches are driven by research-based, proven strategies that ensure their path towards college and career readiness. The courses offer students an opportunity to strengthen their skills and knowledge as indicated by their individual weaknesses. Students learn the following skills: access challenging texts (both expository and literary), improve speaking, listening skills through class discussion & formal speeches, develop academic writing skills in summarizing, justification, argument, as well as make personal connections between coursework and workplace/college demands. The following are the texts, materials and specific strategies utilized: high frequency academic vocabulary (Texts: 3D English, Academic Word Power), reading comprehension strategies and topics specific to adolescents (Text: EDGE, Article of the Week & Reading Reasons (Setting a Reading Purpose, Choosing a

Reading, Previewing, Identifying and Evaluating Roadblocks, Tolerating Ambiguity , Clarifying a word, a sentence, an idea, or missing background information, Using Context, Making Connections, Chunking, Visualizing,

Listening for Voice, Questioning, Predicting, Paraphrasing, Getting the Gist, Summarizing, Sequencing, Comparing and Contrasting, Identifying Cause and Effect, Using Evidence, Rereading), writing for meaning & critical thinking (Getting Ready for the CAHSEE Language Arts, WRITE Institute materials, 3D English). The CAHSEE ELA pass rate (2011-2012) for Fair View students is 75% when controlling for attendance (i.e. examining data from only students who showed up to take the exam). The CAHSEE Math pass rate for Fair View students is 63% with no controlling for attendance.

SECTION 3: SCHOOL TO WORK Critical Areas of Follow-up The 2007 Fair View High School WASC Report identified six (6) follow-up tasks to meet the growth target: “Expand and improve existing resources on campus related to school to work opportunities by 30% more students. Foster two more organized links with community agencies each year to stimulate student understanding of the relevance of achieving ESLR’s and future employability.” Follow-up tasks include revamping and formalizing the student TA process, developing stronger links between Fair View and community resources, creating a Career Center/class that effectively incorporates the Career Cruising program, as well as other digital and print job-finding resources, and investigating possible career academies. Fair View has addressed each of these follow-up areas since the last WASC Report. While student TA’s are still used very sparingly at Fair View, we are in the process of piloting out some other ways to more effectively optimize existing student talent to promote overall school improvement, while simultaneously providing more opportunities for real-world-type employment activities. Examples include setting up “internships” during the 21st CCLC program in the afternoons, in which select Fair View students assist in the day-to-day operations of the program, both at our own site as well as at some neighboring elementary and junior high schools. We are also in the process of recruiting students for a peer tutor corps that will effectively create another way for the school to respond when some students don’t learn. Select students are chosen, based on a combination of student interest and demonstrated ability, to take on leadership roles during school activities, including ROP Culinary Arts functions, food services, assemblies, intramural sports, Every 15 Minutes, blood drives, Whiskeytown Environmental School, and spirit week activities. These activities

are examples of school-wide efforts to promote a culture of youth development and student “ownership” of Fair View High School. In the fall of 2008, a new Career Exploration class was included in the master schedule during 7th and 8th periods, serving up to fifty students. Fran Anderson was brought on board as the Career Coordinator and instructor for the class. The motto that drives the vision for the Career class is “One student, one job, one diploma.” The vision is for the typical Fair View student, arriving at our doorstep in a relatively dysfunctional state, to engage our program, become a Fair View student, grow into a successful Fair View student, and graduate as a competent, engaged citizen. As the student approaches graduation or demonstrates a consistent ability to not only “show up, be cool, and take care of business,” but to also contribute to the betterment of the overall school culture, we want to connect that student to an internship or job opportunity through our Career Coordinator. We have already assisted over a dozen students through this process, on a primarily pilot basis. Students have earned jobs and internships at local restaurants, Computers for Classrooms, and Enloe Hospital. Additional community partnerships have been developed with One Stop Employment Center (guest speakers, interview skills, customer service training, and summer youth employment), Butte College (field trips, career center), and CSUC. In December 2009, Fair View held its first Career Exploration Workshop. Over twenty local business owners and community members met with well over fifty Fair View students from 2:00 - 4:00 in our multipurpose room. Students came prepared “for an interview”, with specific questions to ask their chosen community members. Students completed a “pre” and “post” Career Exploration Workshop questionnaire as a means to assess the effectiveness of this type of program. While the results on paper were certainly encouraging, the most meaningful feedback came from those same business owners and community members. Several wrote us to state that they would hire a specific student on the spot or use their connections in the community to get the student a job in their chosen career path. The Career Exploration Workshop confirmed what many here at Fair View have known all along: “Given the proper training and opportunity, Fair View students can be just as effective citizens as students from any other school. It was clear, moreover, that students who had gone through the Career Exploration class curriculum were much more prepared for their “interview” with the local business people than their peers who just showed up. The Career Exploration class has three main objectives: teach students both the “hard” and “soft” skills employers look for, teach students how to narrow down their career interests, and place successful students in jobs or internships. The instructor utilizes a variety of resources to facilitate these objectives, including computer-based programs, as well as a variety of guest speakers from the community and a curriculum that reinforces the four domains of the English Language Arts content standards: reading, writing, listening, and speaking. While implementing

a portfolio system of any kind at Fair View has historically proven challenging, students in the Career Exploration class continuously develop their resumes, gather letters of recommendation, personal statements, and employment/post-secondary school applications over the course of the year. The Career instructor regularly encourages students to higher levels of achievement by constantly reinforcing the idea that a particular skill acquired or achievement earned “looks good on the resume”. As a school, we want to provide as many resume-building experiences as we can for our students to go out and be competitive in the local job market. Our vision is for employers to effectively “give preference” to hiring Fair View students completing or enrolled in the Career Exploration program because they know our students will be more effective employees than your typical “person off the street.” To this end, the Career Coordinator serves more students than just the ones enrolled in her classes. She is also available during the day, for Career Center drop-in appointments and counseling with students, in addition to 7th – 9th periods. Fair View is also fortunate to have an instructional aid on staff with expertise in vocational education. She also works with students to prepare resumes, cover letters, and job applications. Academy of building Construction & Design (ABCD)

In 2010-2011, Chico Unified School District gave the go-ahead to meet with District Architects to plan out and design the building of a Construction Technology/ Wood shop. This building would house multiple classes a day, and also a Butte County Office of Education Building Construction Regional Occupation Course. The design and planning took over a year, with the ground breaking finally taking place Aug., 2012. The completed shop opened its doors in Jan. 2013. We have 5 classes, of roughly 20+ students, learning basic measuring, construction mathematics, tool safety, woodworking skills, and construction skills. With the inclusion of the ROP program, students are placed in off-campus work environments in community-classroom. The remainder of the students builds projects to hone their skills, place in the local fair, and to sale to general public as a way of making money to put back into the program for materials and supplies. Each and every student that is enrolled in the program goes through extensive safety guidelines of every single tool and piece of equipment. They learn the proper procedures of working in a shop. The goal of the entire program is to introduce Fair View students to the environment of a Wood shop, and to learn the vocabulary and techniques of the various construction based industries so that upon graduation from Fair View, they will be prepared for the Industry Work force.

F a i r Vi ew Hi g h School

Chapter 4

Self Study Findings

SELF STUDY FINDINGS

OVERVIEW

The Fair View staff made a complete review of its Mission, Vision and ESLR’s during the 2011/2012 and current school year under the new leadership of Principal, David McKay. Both student and staff input were sought. Surveys/worksheets related to this process may be found in the appendix. Each year since this makeover, the Fair View staff starts the school year with a review of these documents as a means of embarking upon the task at hand and/or making any adjustments to these important undertakings. These documents are posted throughout the school as reminders of the path we are to follow.

GOVERNANCE Fair View High School is one of 500 plus continuation high schools in the State of California. By Ed Code, a district the size of Chico Unified School District must have a continuation high school for its students. The School Board of CUSD fully supports the existence and endeavors of Fair View High School. All access to the Board and District Leadership Team that is provided to the other schools within the District is also extended equally to Fair View. Both Board Policy and Procedure reflect this support of Fair View. Equally stated, the Board has the same expectations of Fair View as it does of the other schools, an example being the requirements for a District diploma being the same for Fair View students as they are for the students at the comprehensive high schools.

LEADERSHIP AND STAFF The mission/vision/ESLR’s are the driving force behind all that is undertaken at Fair View. The next step in the process is the session by session and yearly review of the data generated by student performance in the ABC’s, attendance, behavior, and credits. Both leadership and staff share mixed emotions from these reviews. Given the nature of our student population, Fair View is highly successful in the task at hand, however there is often frustration due to the number of students that are not moving forward in their educational pursuits. Again, a review of the data may not show a significant credit or proficiency level pursuit, but there is a general feel that many of the students at Fair View gain in other areas, especially social growth. The principal reviews all academic progress made by the students at Fair View on a session by session basis. This task has become more difficult with the

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alignment of the alternative education calendar to be the same as the rest of the District’s as there is no longer a week off between sessions. However, all 9 th and 10th grade students that are not making adequate progress are referred to the Targeted Case Manager and School Counselor for intervention. The principal meets with all 12th graders that are not on track to graduate.

RESOURCES Between the 2004/05 and the 2005/06 school year, Fair View High School was moved to a new location. This move was an upgrade to the overall appearance of Fair View as a whole. The campus and the classrooms are in good shape, needing only some minor adjustments. The District’s Maintenance and Operations department is aware of the needs of the campus and has been working towards these details as both time and money allow. The Leadership class has been actively involved in student surveys related to the facility and has already been successful in spearheading some needed improvements. The space this new campus provides is beneficial in addressing the needs that an increasing enrollment presents. Each teacher has their own classroom and does not have to share their work/teaching space with others. For the first time, Physical Education now has its own classroom. Office space is still a premium, but schedules have been adjusted to allow for each staff member to have their own needed time and space. The staff also has a workroom and a staff room for their use. Equipment is under constant scrutiny as to its age and working condition. Replacements/repairs are given a high priority within the overall restrictions of an ever shrinking budget. Requests are encouraged, but priorities do have to be made. All staff members are asked to submit a budget/materials projection at the end of each school year for the following school year. Priorities are then assigned by the principal based on student/staff/facility need and the relationship to the mission of the school. Materials directly related to the standards based curriculum are given the highest priority and are obtained as soon as possible. Materials related to career options also receive a high priority.

STANDARDS-BASED STUDENT LEARNING

CURRICULUM Since the arrival of our new superintendent, Kelly Staley, the District has the unified expectation that all students will participate in a rigorous, relevant, and

coherent standards-based curriculum that supports the achievement of academic standards and the expected school-wide learning results (ESLR'S). Fair View has been moving in this direction since the 2003/04 school year and feels it currently offers a solid standards-based curriculum as its core. Each teaching member of staff has access to the California Frameworks, the essential standards for each of the core subjects and grade levels, the new Common Core standards and has been involved in District-wide collaboration in an effort to bring about common assessments for each course/grade level. Teachers are also working towards putting these essential standards into student friendly language and posting these standards as they are being used in each lesson. The District supports the use of standards-based materials and all textbook and support materials must be on the approved list. Fair View has received all the necessary standards-based core and support materials we have requested, and several teachers will be attending training for the new Common Core State Standards. The standards-based core offerings take up the bulk of the scheduling process each session. As stated, many of the Fair View students come to us behind in credits. Scheduling cannot always be done along grade level lines. Beginning with the 2006/07 school year, Fair View 9th and 10th graders are placed in set classes. Ninth graders have two periods of Math each day. They also have a science and a PE class to complete their seven period day. Tenth grade students also have set classes and have two periods of Math, one period of English, one period of world history, one period of science and a choice of PE or Art in their six period day. Both of these grade levels are monitored closely in hopes that their academic needs are being met and that they are staying on track towards graduation. 11th and 12th graders have more flexibility in their scheduling. The majority of these students choose to take a diploma track, although for some this may be a long road. Core English is a requirement for all. Accelerated Math and Algebra are the core Math offerings. World and US History, Government, Economics, Life and Physical Science, Health, a variety of Art offerings, and PE round out the general core offerings at Fair View. Fair View has surveyed student interest/need and has tried to set up our elective options accordingly. However, electives are difficult to fit in amongst the need for core classes and the available staffing. Fair View has offered the following electives over the last three years including; CAHSEE Prep in English and Math, Careers, Child Care Lab, Community Service, Consumer Math, Cosmetology, Construction, Job Training, Creative Writing, Office Skills, Drivers Education, Leadership, Media Arts, Music Appreciation, Prenatal and Parenting classes, ROP Cooking, and Work Experience. While students are responsible for their own student academic plan, they are able to meet with counselors to monitor their progress on a session-by-session

basis and get advice on any needed changes that must be made to their schedule before the next session begins. Both Butte College and California State University, Chico, send representatives to the Fair View campus. Butte College provides an early assessment and pre-registration service for our students and Chico State has offered the same through their Equal Opportunity Program. English Department

The English department consists of four teachers, including an ELD and RSP teacher, offering various courses. The course offerings include a 9 th and 10th grade standard ELA and CAHSEE prep. Eleventh and twelfth graders are taught in combined classes for English and literature. We try to offer at least one additional elective literature class each session for 11 th and 12th graders. These course offerings have included mythology, poetry, creative writing (fiction and non-fiction), nature writing (co-taught with a science class), humanities and a writer’s workshop. Remediation classes are offered to those 11 th and 12th grade students who have not passed the California High School Exit Exam. English Language-Arts courses at Fair View High School strive to prepare students to be effective communicators, in both written and oral capacities. Lessons are designed in line with the three-week units. Each unit has a different focus, containing essential questions and skills-based assessments. At the beginning of each unit students are given a set of learning targets to help guide them in their learning and understanding of expectations. Some of the teaching strategies used in ELA are small cooperate-group work, mini-lectures, class and Socratic discussions, debates, guided practice, research projects, readings from articles, essays, speeches, novels, textbooks, and various other sources, presentations, and journal writing. Given the rather short timeframe of units, not many novels are read; however, students are introduced to a variety of poems, short stories and other texts from a wide range of genres. Students at all grade levels are required to be familiar with and write five different types of essays: response to literature, business letter, expository, biographical narrative, and persuasive. Summative assessments are given at the end of every unit and are based on the skills and content knowledge required to accomplish each learning target. The textbooks currently adopted by the district are correlated to the California State Standards, and are the basis for the English course offerings at Fair View High School. A variety of standards-based curriculum is used by each teacher to meet the individual needs of every class. Teachers develop lesson plans that focus on the essential standards for each grade level as defined by the Chico Unified School District. The district recently developed benchmark assessments based on essential standards for grades 9 to 11. These tests, which are given three

times a year, are designed to provide much-needed data about students’ progress and needs within each classroom and school. Although we offer a quality program, continued attendance issues, limited parental support, and lack of student motivation limit the effectiveness of the program for some students. Emphasis on state standards and testing has decreased the number of offerings of elective classes and limited the use of project based holistic assessments, which in many cases are more reflective of our alternative students’ skills and knowledge. In the future, we hope to continue to find creative ways to motivate and teach our students. Our dream is to not only prepare our students to pass standardized tests, but also to share with them a love of the language and an appreciation of its importance. It is also extremely important to us that we equip students with the communication skills they will need to navigate their way through life and become happy, successful individuals. We look forward to the time when we can offer courses more reflective of student interests in music, poetry and creative writing. We hope to meet the needs of more students with the introduction of Humanities in 2013, where students will engage with literature and the arts on a much deeper personal level than they have in previous classes. English Language Development (ELD)

Fair View High School now serves all English Learners (EL's) through various English Language Development courses, which were first offered in the 2005-2006 school year. The Chico Unified School District organizes and administers the CELDT yearly as prescribed by law. Further, upon entry in a CUSD secondary school, EL's take a placement test for EDGE, the ELD program approved in 2008 and implemented for high school ELL’s. EDGE has presently four levels that we utilize: ELD Basics, ELD A, ELD B and ELD C. These levels correspond somewhat to the beginning, early intermediate, intermediate and advanced levels, which categorize EL's. The ELD course numbers offered at Fair View match these levels: ELD Basics, ELD 1, ELD 2, and ELD 3. Students transferring from within the district will have also taken this coursework at other local public high schools (and vice versa). The district secondary ELD Task Force has articulated the direction needed to be taken in high schools. Labels (ELD1, 2, etc.) for classes in all three high schools should be the same. Further, most of the materials should come from EDGE. Individual teachers may add materials within the scope of the program. Also, elementary and secondary task force members are currently focusing on articulating a continuum from kindergarten through twelfth grade.

The rationale behind choosing EDGE over other ELD programs, in part, was that the program was designed to cover all ELD standards (and language arts sub strands) at every level (Basics, 1, 2, and 3). In many respects, EDGE has provided a qualitative approach to teaching ELD. Before this, no district-wide program was used that was appropriate for 9th-12th grade students. The Fair View administration, all faculty, and staff have been very supportive of the ELD program. Such a continued positive approach will win over recalcitrant students and permit all to receive an equal opportunity in education. In particular, the decision to place many ELs with the same instructor for two periods has created many opportunities for individuals to ask questions and discuss issues important to that particular group. It also has permitted the ELD teacher to be directly involved in the students’ pursuit of a high school diploma and become a more effective advocate for them. Math Department

The goal of the FVHS Math Department is to connect, accelerate and launch our students into a better understanding of mathematical concepts and to propel them to higher level math courses. The FVHS Math Department is dedicated to further design, create and enhance our curriculum to align all of our courses to the California and district mathematical standards as well as the upcoming Common Corps standards. The math staff meets on a weekly basis, as a Professional Learning Community, to refine and achieve these goals. Last year, the FVHS Math Department, utilizing release days, created its own curriculum for both the Algebra Readiness and Algebra I courses. The FVHS math staff has aligned the curriculum to state and district standards and is based on the needs of our students and the requisite knowledge they need to pass the CAHSEE test. The curriculum consisted of individual three week units with test and/or quizzes at the end of each unit for evaluation. Additionally, bell work at the

beginning of each period consists of actual CAHSEE test questions. This data is then collected and analyzed, in conjunction with CAHSEE test results and Renaissance Learning assessments, to effectively place students in the proper course based on their skills and needs. Furthermore, the FVHS Math department is currently working on designing curriculum based on the upcoming Common Core Standards. The limitations that exist at FVHS are unique to the Alternative Education Community and include the following: student progress can be limited at times because of family relocation, poor attendance, and lack of basic skills and the wide range of abilities that are grouped in a class due to scheduling constraints. Algebra 1

Students individually and cooperatively complete and test on a math curriculum designed by the FVHS Math Department, as well as utilizing the state and district adopted text book. The FVHS math staff has aligned the curriculum to state and district standards, but supplemental lessons are utilized to completely

cover all of the standards. The staff is working on additional lessons that will be added to the curriculum, as well as designing new curriculum for the upcoming Common Core standards. The students are instructed utilizing a combination of teaching strategies, designed to have the student think critically and reflect on mathematical concepts. Direct instruction, cooperation learning and technology are all incorporated in lesson plans to create the optimum learning environment and to reach all students of various ability levels. Algebra Readiness

Algebra Readiness is offered to 9th/10th, graders, as well as any other student who needs additional help in learning algebraic concepts or have not passed the CAHSEE. This course is an in- depth Pre-Algebra course that is designed to prepare the student for passing the CAHSEE and succeeding in Algebra and other higher level math courses. Strategic and intensive math intervention is utilized, highlighted by enhancing basic math skills, along with various teaching strategies, allowing students to think critically and reflect on mathematical concepts. Students, individually and cooperatively, complete and test on a math curriculum designed by the FVHS Math Department, as well as utilizing the state and district adopted text book.

Science Department

At this time, the FVHS science staff includes John Cowan, and Marie Paquette. John Cowan has taught almost all levels of science and math courses at a variety of locations throughout California for over 25 years. He is credentialed in Life Science and Chemistry with CLAD emphasis. He also has a Master’s degree in Instructional Technology. John has taught in Chico Unified School District Alternative Education since 1994. Marie Paquette has been a substitute science teacher for many years. She has Single Subject Clear Credentials for Home Economics, Health Science and Introductory Science. She taught science since 2008. Fair View High School currently offers two science courses: Integrated Science, Nutritional Science and Science Fair Projects. None of these courses are laboratory qualified that meet University of California standards for college entrance prerequisites. The Integrated Science class follows a four year rotation based on the California Department of Education Science Standards. Students taking these courses can receive either life science or physical science credits required for a diploma. The student population at Fair View High School is extremely transient. It is rare that a student at FV is able to enter a science class at the beginning of the school year, and be there for the entire year. This has the potential of students repeating coursework he/she has already had. It is also difficult for the science teacher to sequence curriculum based on the content of a previous session. This class solves

problem of students “double-dipping” science credits. Prior to this class, students might pass the beginning quarter of the class, but fail the other parts. Many of these students would repeat the class, pass the part previously passed and still not pass the other parts. The four year cycle of Integrated Science eliminates this problem. Currently, the Fair View Science Department Integrated Science classes that are being taught are specifically aligned to the California State Science Standards in Earth Science. John Cowan attended the “Institute of Inquiry” held at the Exploratorium in San Francisco in October, 2012 in anticipation of the Core Curriculum Standards that emphasize a “process” “hands-on” approach to teaching science. The entire Fairview High School Science Department is housed in one classroom that was formerly a first grade classroom built in 1957. The classroom has only three outlets in the entire room, which are on the same circuit with other classrooms. Overloaded circuits are a common problem. This also prevents the infusion of state of the art technology for FV students. According to CUSD, the current room is unable to be upgraded. Storage of science equipment is another area of concern. Currently, the science teacher stores the majority of the equipment in his garage. This is going to have to change shortly. Where the equipment is going to be safely stored is a problem that needs to be quickly assessed and addressed. Fair View High School uses science textbooks adopted during the last science textbook selection cycle approximately four years ago. The Pearson “Concepts and Challenges” science textbook series meets the California Standards and is written on a level appropriate for the majority of our students.

Social Science Department

All Social Science courses at Fair View High School strive to develop students’

academic skills, critical thinking skills and life skills. Our goal is to create a

learning environment that engages and challenges every student to grasp the big

ideas or concepts, not just the facts. We use selected state standards to guide our

curriculum; however, we attempt to present our students with opportunities that

yield inquiry, while still focusing on learning. For example, instead of telling

students that the 1920’s was one of the best times in American History, ask the

question “Do you think the 1920’s should be described as the “best of times” or

the “worst of times?” “Why?”

Within every unit, the social science teachers focus on the three essential

questions: What do we want our students to know? How will we know they

learned it? How will we respond when students don’t/won’t learn it? In

addition, the social science department uses a common language throughout the

disciplines and emphasize common core. We strive to design our lessons using

the higher order thinking on Bloom’s Taxonomy. At the conclusion of every unit

and session, our objective is to have observable, measurable outcomes that

demonstrate the students’ understanding and mastery of the essential questions.

Our assessments include pre-assessments, formative assessments and continual

summative assessments. We use a variety of instructional tools which includes

informal daily bell work, whole class and group discussions, followed by student

feedback. We incorporate individual and group authentic performance

assignments, along with traditional weekly quizzes and final unit tests.

Since our philosophy is to provide all students with measurable success, we use the data from assessments to determine whether to revisit, revise or reteach the essential questions or whether to provide an opportunity for the individual students who are struggling to experience success. These identified students will be required to participate in interventions such as meet with the teacher at lunch or afterschool, or participate in a peer tutoring session. In addition, the teacher may determine if a different method of assessment might be necessary. Art Department

Our vision is to provide an environment where all students are encouraged by administration, teachers, staff and parents to become life-long learners, to earn a high school diploma or its equivalent and to be responsible members of the community. In order to accomplish this basic goal, emphasis is placed on assessment of individual needs and pursuit of individual goals. The focus for my classroom is to break down the information into sections to build a better comprehension for the diverse spectrum of learners in the classroom. In any given class I have a range of students with emotional problems, learning disabilities as well as gifted students that I must prepare for equally. There is a constant flux of new students coming and going into my classroom mid-session Continuity is difficult to find in the traditional sense. I have to make each day and each lesson count that much more because I do not know when I may have these students in my class again. Our administration has adopted a successful and more immediate assessment of what are students need to learn and how they will learn it in our unit goals. We align our curriculum and learning targets for 3 week unit plans, where we set up the amount of work needed in order to earn one credit. Every 3 weeks we begin with our Smart Goals, determining what we want our students to know by the end of the 3 weeks and how we will be providing that information. At the end of 3 weeks,

we assess what we need to do better or adjust in our teaching to better reach the needs of our diverse learners. I know in my practice I must have my projects planned out ahead of time in order to keep all my students productive, whether they have been with me for 8 weeks or for 2 weeks out of the session. I need to be flexible in my practice and be able to re-teach the same assignments dozens of times for each class in a session alone. I know I must monitor my students closely, many of them having a plethora of behavioral, emotional and learning needs that need to be addressed daily. The next level for this department is to have students’ work recognized by their peers, the school faculty and the public. Getting student work out into the public is essential as an art teacher, but I believe it is even more important at our school. I like to think we are the Ellis Island of public schools; we will gladly take your tired, hungry and poor and accept them into our enviroment with open arms. It is vital that our community is able to see the skill sets, talents, and most importantly creativity that our students possess. In exhibits such as the Fusion Art Show, The Gala, The Chico Palio and the Silver Dollar Fair Grounds, the community gets a peek into the tremendous and unique talents that our students possess. I try to change the culture of our students while I have them in my art classroom. I take their skill sets used for vandalism and translate that into art that is better recognized by a mainstream audience. Having these students enter logo contests, design their own murals and enter these exhibits provides my students with a confidence and recognition that many never knew they possessed. As students progress throughout the year we build a portfolio together, which can then be used when applying for college or applying for a job. We begin to implement the student’s professional development for use after they move on from high school. Local businesses such as 5th Sun offer internships to those students who are determined enough to build their portfolio and shadow those involved and trained in the field. Local businesses and organizations will come to our school looking for this talent, this comprehension of street art due to commercial viability these students understand because they live in this world, and they understand what their peer’s value. Getting our students to understand the value they have is the key to the professional development of our school’s art department and artists. Having two computers in my classroom allows my students to do the research they need for their individual projects, or print out the materials they need to complete their project. When there is a larger scale project there are several options we have as a class. We have a computer lab that holds up to 35 computers, as well as an alternative computer lab if that room is full. With class sizes ranges from 15-34 students at times, we have the space and the computers for each student to do their own research without having to wait or share a computer. This expedites the research process and eliminates any dead time with students waiting around for the next available computer.

Regarding the system we use for tracking our students information, the Aeries system easily allows access for the teachers, the students and the parents to check up on their status on a daily basis if needed. This allows for better communication with the students as well when that student is not earning enough credit, we as teachers have everything mathematically figured out from week to week. For parents who need to know if their child is skipping class or absent they can also log on and find out which classes they are absent for as well. This also opens the door for communication between the teacher and the parents due to the common accessibility we are all using and gauging the student’s performance in.

INSTRUCTION Fair View offers an instructional program that is standards based and linked to our Expected School-wide Learning Results. Teachers in our academic core use State/District approved standards based texts to guide their instruction and assessments. Until 2012, class sizes were much smaller, no more than 25 students, and allowed for individualized work and assistance, while three week sessions allows for flexibility in class offerings. Fair View students meet the same academic demands as the two comprehensive high schools in the District; a total of 225 credits in set curriculum areas and the passing of Algebra and the CAHSEE. RSP and ELL students receive academic support and may receive alternative standards based assignments based on individualized need. Each teacher has autonomy in how they choose to plan their classes, but most stick to a similar schedule/routine that includes students completing bell work or entrance-slips during the first 5 to 10 minutes of class; doing guided practice for the majority of each class; and ending each class with an exit-slip or a closing activity. Teachers use a variety of strategies and resources to engage students in the learning process. Those observed and listed by staff are as follows: direct instruction, small groups, individualized instruction, one on one coaching, open ended inquiry, quick writes, modern raps, role play, historical re-enactments, mock trials, primary source documents, power points, oral presentation, individual and group projects, and a variety of computer based programs (ALS,PLATO, Larson’s Algebra, Accelerated Math, Test Tool’s CAHSEE Prep, Steck-Vaughn GED Prep, Career Cruising, and United Streaming). Many teachers utilize the two computer labs as a means of extending their lessons beyond their own classroom. The Social Science and Physical/Life Science teachers have students research and accumulate data and information related to their current subject matter. The lab also holds a variety of standards based Biology CD-R’s. The English and Fine Arts teachers use the lab for research and written/visual presentation while our Media Arts class allows students to learn real world skills on professional based programs.

ASSESSMENT AND ACCOUNTABILITY As stated, Fair View utilizes a student calendar that divides the school year into four separate sessions, each roughly 9 to 11 weeks in length. Each session serves as its own grading period, thus allowing for constant feedback on student performance. In the traditional sense, student assignments are evaluated and credits/grades are reported to the student/family at the end of each session. The beginning of a new session is also the beginning of a new grading period. Students that may have struggled one session can hopefully re-group and bounce back for the next. Student progress is monitored closely by the administration and the support staff. Conferences are held with those students/families that have not performed at a level that will lead towards graduation. Any teacher can serve as an advisor and assist in this accountability check each session. Students may see a counselor at any step in their learning for assistance in monitoring their progress. A student taking a 6 period day has 18 academic credits available to them each session. Fair View is a closed campus, although students can earn off campus privileges during lunch time for good grades and credit completion. Beginning with the 2006/07 school year, the District has gone to a grade level/curriculum area benchmark assessment plan. Our English department has decided to take part in these assessments and has administered the benchmark test (SPA) in accordance with the other high schools in our district. There are currently three testing periods at the secondary level in the core areas of English, Math, History and Science. Each test is standards based and has the expectation that each of the curriculum areas at each of the school sites will be on a similar page as to the material covered at the time of each test. Scores are reported on Illuminate and data conferencing takes place with each teacher as to what these scores mean. Teachers have access to their own individualized assessments as well as benchmark assessments; however, all departments assess the same skills, along with their own curriculum, at the end of each unit. Another program new to the district is CRUNCHER. This provides testing data from the California Standards Tests, the CAHSEE, and any CELDT scores students may have. Each teacher has access to these scores and can use them to modify their lessons to address the needs of their students. Also beginning in the 2011-12 school year, Fair View now does more initial assessment of the students that are new to the school. All 9 th and 10th grade students are assessed in their core English and Math classes with the Renaissance Assessment. These scores are then passed on to the English and Math teachers of

these students. Those that show a significant gap in their ability to read are scheduled into an intensive intervention language arts class. In summary, Fair View sees assessment and accountability as an important piece of our educational puzzle. Every Fair View student will have the knowledge of where they are educationally in a standards based system and the areas that they need assistance in will be addressed as best they can through ongoing assessments and individualized remediation.

SCHOOL CULTURE and SUPPORT for PERSONAL and ACADEMIC GROWTH There are many activities at Fair View that help students feel connected to school and staff. Leadership and Friday Night Live are two clubs with advisors that organize activities regularly and develop leadership skills among students so that they have ownership and a voice on campus. They operate by implementing Youth Development principles. As an extension of these two clubs, the current principal, working with Leadership and FNL advisors, instituted the Principal’s Student Advisory (PSA). The PSA meets on the first and third Mondays of the month at 3:00 in the Leadership teacher’s classroom. Any student may attend and offer insight and feedback into how they feel the school could be improved. The format is egalitarian, with all participants—including the principal—sitting in a circle exchanging ideas and voicing opinions freely. Sometimes, the principal will have an idea for improving the school for which he’d like to get more student input before implementing. Sometimes, students will express a desire to have the lunch menu changed, a certain rule or expectation relaxed, or a new privilege to be earned for specific achievements. While only in its second year of existence, the PSA already shows promise as a vehicle for promoting continuous school improvement through a collaborative problem-solving process. The Leadership course is designed to prepare students to become not only leaders on campus, but in their community. Leadership provides students with the opportunity to increase interpersonal skills, organizational skills and speaking skills. The goals of the class are threefold. First, it allows the students of Fair View to have a voice about issues on campus and make positive changes in school culture. Second, leadership attempts to create a partnership with the community and address issues that concern both the school and the community. Lastly, it strengthens leadership skills in the students that participate and motivates them to continue serving in their community. The Fair View Leadership class is designed to allow students to be a part of developing and improving the school culture here at Fair View. Some annual events that we host are the Fair View Cup soccer tournament, the Falcon Bowl

football tournament and a March Madness Battle of the Blacktop basketball tournament. In addition, we organize activities such as Breast Cancer Awareness week, anti-bullying campaigns, Red Ribbon Week, canned food drives and much more. We meet twice a week to address student issues and to plan school-wide activities. Recently, we began a PSA (Principal-Student-Advisory) club. We meet once a month with our principal and discuss the state of the school. This meeting is student led. One result that came about due to this was a change in school lunches. Leadership created a survey for students and then contacted Food Services to share results. The class does have some limitations that do need to be addressed. The lack of money/budget has been a major and on-going hurdle. Some of the ideas that students proposed cost more money than we can afford. Fundraising is particularly difficult at our site due to the fact that we have no sports or sports booster program. Another limitation that we experience is the fact that our class schedules and number of students we serve does not allow for a separate leadership/student government curriculum. Leadership is a course that is in place to help students develop leadership skills, connect the Fair View with the community, and to allow students to have a place where they can voice their opinions and concerns. Friday Night Live is a youth lead program that empowers youth to see their full potential while giving them leadership skills. Young people are given the opportunity to facilitate both small and large group’s experiences, through weekly meetings with their peers and leadership conferences. Our chapter consists of 5 officers and 10-15 members. Our officers are the backbone to our chapter; they lead the chapter meetings every week with the adult coordinator as well as a youth coordinator. In our chapter young people build the confidence needed to succeed at school and in their community. Friday Night Live is a county ran program facilitated out of our Prevention Unit at Butte County Behavioral Health. We are located at almost every Junior High and High School throughout Butte County. Our Chapter at Fair View High school is one of our strongest partners. Through the support of the administration Friday Night Live has endless opportunities for our young people. When our young people want to work on a project to improve their school campus the administration finds a way to make it happen, and breaks down any possible barriers in the way of our young people success. Our young people work on multiple projects that aim to meet two main goals; to improve upon a positive school climate and to increase attendance. We attend two state wide leadership conferences; YD Summit and Reach for the Future. These are statewide conferences that strengthen young people leadership skills. A diverse group of young people come together from all over the state to connect

and break down barriers that affect their everyday life. These conferences allow young people to focus on what is real to them. Last year we helped to increase the attendance at our school. Through a number of projects and activities, FNL students were able to get the whole school involved in a number of events and activities. One campaign we worked on was an anti-bullying campaign. The campaign forced students to look at the real problem. We concluded the series of actives by having students sign a pledge that they would not bully nor be a bystander. This activity helped students relate and connect to their peers through video clips of true stories and personal testimonies from their peers. We were able to host such a successful campaign because of our administration support. Friday Night Live also hosted a number of sporting events on their campus since we do not have organized sporting teams. This helped normalize our campus and bring together students who don't normally spend time together because they are from different peer groups. This has helped student feel more school pride and bring together different groups of students. There are three sporting events that we host at the end of each session that the whole school participates in. Students have criteria they have to meet set by administration to play in the sporting events. We partner with Fair View every year to host a Parent Committed campaign this campaign aims at reducing youth access to alcohol through a presentation facilitated by young people. We have 50-60 parents of Fair View students who attend for the presentation. One of Friday Night Lives’ big campaigns last year was To Write Love on Her Arms, which aims to provide hope in students specifically around depression, isolation and suicide, we show young people that they are not alone. We do this through a number of activities. One of activities last year was, we asked students what their biggest dreams are and we strung them in the hallways for display, everyone in the school participated. Impact Mentoring is a program on campus that allows 10 high school mentors to co facilitate mentoring sessions with 10 protégés which are junior high students. The high school student and junior high student are matched one on one. Our program helps junior high school students who are referred into the program work on a series of 4 week goals, both academic and personal. This process will not only help the junior high students personally and academically but help them with a smoother transition into high school. Our Impact Mentoring program has 25 sessions which is 25 weeks. The high school students help them set goals, celebrate goals as well as help develop and implement skill sessions. The skill sessions help students with study habits, goal setting, trust, communication, anger management, cultural and ethnicity, rumors and gossip,

dependability and other skills that are essential for young people to be successful. In January we will strengthen our partnership with Fair View by adding a family component to our program, strengthening families. Strengthening families is a program that involves young people and their parents. SFP uses family systems and cognitive behavior approaches to increase resilience and reduce risk factors for behavioral, emotional, academic and social problems. It builds on protective factors by improving family relationships, improving parenting skills, and increasing the youth’s social and life skills.

The SFP curriculum is a 14 week session behavioral skills training program of 2 hours each. Parents meet separately with two groups of leaders for one hour to learn to increase desired behaviors in children by increasing attention and rewards for positive behaviors. They also learn about clear communication, effect discipline, substance use, problem solving and limit setting. Fair View administration is teaming up with Behavioral Health to facilitate the program as well as host the program.

This school year we will work on some of the same activities as well as new activities that our FNL students have created, this includes; mix it up day, student spot light, multicultural week, and domestic violence awareness month. These activities would not be possible, nor would the success of our chapter be possible without the support of our administration.

Student Awards and Recognitions are done quarterly with ABC Rotary Awards are given each semester. There are awards for academic achievement, character, volunteerism, school involvement, attendance and overall improvement. We have heard many students say this is the first time in their life they have received an award. Staff work hard to be sure different students are recognized as long as it is well deserved. Quite often this is an incentive we can hold out for our students who want an award and this gives us a chance to meet with them one- on- one and discuss what changes they need to make to receive an award. They are not just given, but earned. This year we held our first ever parent and community involvement activity and it was held on Sept 11, 2012. The activity was a joining of other schools to participate in Chico Night Out and celebrating Patriot’s Day. We used this event to build our partnership with Grace Brethren Church who adopted us through our community school/business adoption program. We had over 200 people attend including, families, students, staff and community members. It took many to work together to make this a successful event. Students did an amazing job as we coached and taught them how to carry themselves as “an employee” while practicing good “customer service”. Since this event there have been other opportunities for students, staff and community to work together. The Parade of Lights (a community event) is a one

of these activities and Fair View participated for the first time this year. It brought a lot of students together who normally wouldn’t connect or hang out together and kept students at school later than normal and working weekend hours. An activity like this created more family atmosphere and connected students to staff hoping they will see someone cares and help them to start caring about their education and their future. Another community member brought a program called Junior Leadership Development where ten male students were hand selected to participate in this 30 hour program that went for 3 weeks after school. The students learned truly what Leadership is all about while setting goals, and thinking about their future and what is getting in the way of them having a successful future. They examined what could get in the way of their dreams and goals and what they need to do to overcome these. Each student participated in a Habitat for Humanity Build and at the final Celebration of Completion read a personal statement which was amazing to hear and is attached here (if needed). The Youth Employment Program Coordinator tries keep in the forefront of student and staffs mind that all we do can be preparing students for the workforce. There are two specific classes that help students prepare for the Workforce. One is during 7th period called School Service. Students can only enter this class by teacher permission and have to engage in one of the school Youth Employment Campus Opportunities such as Office Assistant, Recycling Team, Clothing Closet, assist with school leadership projects and other programs to be developed. The other class is called Careers and this is a class that students do personal assessments, explore different careers, listen to speakers, learn about finances, complete resume, learn skills to interview, pick up application and how to keep a job. This class also brings in volunteers from the community to match one on one with the students to help with each of these documents and then lead to setting goals. The Youth Employment Program Coordinator works with many students who are not in these classes to assist students in their resume building, application skills, and whatever is needed as they try to gain employment. The coordinator also builds community partnerships to assist in filling needs on campus whether it is to raise funds for city bus transportation so students can get to school and their workforce readiness program as well as job shadows and hopefully leading into internships. Some of the weaknesses in Student Culture will come with the loss of the 21 st Century Grant as we will lose the funds to help us provide programs for students to connect to school, community and prepare for their future while earning credits. We will also lose the transportation funds used to transport our students by school bus to different Workforce Ready programs such as Boys & Girls Club as well as Azad’s Martial Arts. Due to cut back in funds we already had to drop a very viable Workforce Readiness program: the McManus Reading

Buddies program. The students in this program were being trained how to work with elementary students and work in an After School Program with the hope and intention that the students who worked hard and could apply for an after school position when they turned 18. Another area that needs improvement and is being “worked on” this year is in the area of communication and scheduling events at school. A team developed the Activity Proposal Form and is working on the protocol for carrying out an activity including which calendars and how to we communicate with staff, students, parents, community. We have a great staff that desires to work together for the good of the students: to bring relevance to their academics by including activities with a real-world emphasis. The students are beginning to see the importance of volunteerism and student involvement so they can have something to put on their resume. As we engage them in this practical way, they begin to start caring about their grades, attendance and their behavior. We believe with all this connection opportunities at school and building of relevance students attendance grew tremendously last year and into this year.

Parent/Guardians are made to feel welcome at Fair View from the start. Once a referral (See appendices) is received from the comprehensive school the Fair View counseling staff makes personal contact via phone to invite the student and parent/guardian to the next orientation. Orientations are offered every six weeks to coordinate with our three week units. Each session is broken up into 3 week units, with one credit available per unit. At orientation the motto of Fair View is integrated into the presentation. Show Up; (attendance) is presented by the principal. Be Cool; (behavior expectations) is presented by the assistant principal. Taking Care of Business; (credit system) is presented by one of the

counselors. The office manager, the registrar, and the health aid are also present at these orientation meetings to make sure that student records are requested, immunization records are up to date, and to answer any questions while the enrollment paper work is being filled out.

Student Support Services Team Overview:

The principal at Fair View believes that the student population we serve needs access to more extended counseling services on campus to help them overcome obstacles to their education. He has developed over the last several years the Student Support Team (SST). A new portable classroom has been converted to office space and dedicated to housing the counselors and case manager together in one location. The SST consists of the Principal, Assistant Principal, 1.6 School Counselors, one .6 LCSW, one .5 School Psychologist and one Targeted Case Manager. The SST meets every week to discuss referrals from teachers and staff, caseloads, student issues/crisis, student attendance, and counseling group

updates. The Principal and Assistant Principal take part in these weekly meetings to oversee the program and ensure that communication flows effectively. The School Counselors strive to implement a Comprehensive School Guidance Program to support all students’ Academic progress, Personal/Social development and College/Career goals. Our on-site LCSW brings a clinical therapeutic expertise to the SST. He supports the educational mission through individual, group and family counseling sessions with students in need, or in crisis. The main focus for the Youth Counselor is Substance Abuse Prevention and Anger Management / Violence prevention. He also integrates a therapeutic component into the classroom through in-service trainings with teachers. The School Psychologist oversees the Special Education Department and arranges Sped testing and assessments. Our Targeted Case Manager processes our counseling referrals from teachers and/or administrators and presents them at our weekly SST meetings. If it is determined that a student needs more intensive services, our case manager will follow up with the student’s family and help facilitate outside services that the student may qualify for. This connection with the students’ family gives the case manager an inside look into what the home life is like, and better able to determine what resources the student needs to be successful in school. The students at Fair View are encouraged from day one to reach out and connect with at least one adult on campus. The counseling staff strives daily to make those connections through individual and group counseling sessions. Struggling students and those in crisis are referred for counseling by administrators, parents, and teachers and often times the students themselves. The SST reviews the referrals in their weekly meetings and determines if the student would be best served through individual or group counseling. If the need is more severe in nature, the targeted case manager will set the student up with more intensive wrap-around services provided by local agencies. Small group counseling has been developed at Fair View to meet the most pressing needs of our population. Permission slips are sent home to inform parents and groups are formed. Current groups being offered are “Managing Anger,” “Dealing with Drama,” “Developing Self-Esteem,” “Grief and Loss” and “Substance Abuse Prevention.” The leaders of this last group have been trained in the CIM model, “Craving Identification Management,” and use this system to help students better understand how their usage is interfering with their success. Student attendance and academic progress are closely monitored at Fair View. Any student concerns are discussed at weekly SST meetings. Teachers are encouraged to make parent/guardian contact for academic issues and to make a referral to the SST for social/personal issues affecting students. Both a targeted case manager and our counseling staff review student progress and hold meetings with parents/guardians/students when appropriate. Students are encouraged to take responsibility for their own education while at Fair View. When students are first enrolled at Fair View they are given an

assessment in Math and Reading. They are then assigned to Math and English classes that are designed to address their current skill level. Each student is taught how to read his/her transcript and after each nine week session, students meet with a counselor to fill out an academic planning sheet to determine what credits they’ve earned and what credits they still need for graduation. Parents/guardians are encouraged to come and review their students’ progress as well. SST Role in Targeting Truancy: One portion of the philosophy at Fair View High School is to show up. Showing up is critical so that students can be successful in their academic goals. Our truancy program is a way for the counseling staff to connect with students and parents on what the student needs in order to get to school all day, every day. The initial phone call comes when a student has had three or more period absences. A weekly list is generated from the previous week for those students who have met the three or more period absences, and are marked as either truancies or unverified absences. In this instance a parent will be called and notified regarding the student’s absences and are then asked a series of questions that are integral to understanding what it is they need to help them get their student to school. The focus is not disciplinary for the student at this point, but more of a chance to make a connection so that students and parents know that there are people who recognize the absence and care about them enough to call. After the parent phone call the counseling staff meets with the student in a one on one format. The students are also asked a series of questions trying to determine the cause of the truancies. In this way we are able to connect with the student to encourage them to attend school and figure out what it is that hinders them from attending. Comments are noted at the bottom of the questionnaire and the student’s attendance is monitored closely afterward. These calls are made on a weekly basis and are helpful when putting truancy hearings together. Parents are now aware of the issue and are more willing to come together to solve the problem rather than being defensive because this is the first time they’ve heard about any issues. Additional Support Services Offered:

Students/families needing more than academic assistance are referred to the counselor and/or the targeted case manager. These students/families are then connected to community support services. The Fair View campus is clean. Most of the students and staff respect their environment and take personal responsibility for keeping it as such. The custodial/maintenance staff takes pride in their work and the rest of the staff

assist wherever we can. The campus supervisors assist with student reminders and the students do their part to contribute. All visitors are directed to the main office when they arrive on campus. After they sign in, they receive a visitor badge that allows them to conduct their business. The campus supervisors assist in this process and help guide them to their campus destination. The campus supervisors also assist in the escorting of students to the office and/or In-School Suspension. These supervisors have direct contact with the administration/office through the use of walkie-talkies. The school nurse and the student services staff have walkie-talkies also. The staff reports that there is a feeling of trust and professionalism built on high expectations for all. Weekly staff meetings provide open discussion opportunities. The principal freely discusses and shares new research related to at-risk youth. The principal consistently demands accountability from the students, both behaviorally and academically, and the staff does the same. The staff also has easy access to the office through the phone system in each classroom and the immediate availability of a campus supervisor upon request. While never enough, Fair View offers much in the way of student support. The Student Support Team has been in place since the 2011-12 school year. The Center offers support from the following; an attendance clerk, registrar, targeted case manager, a health aide or school nurse, 1.6 school counselors, .5 school psychologist, and a .6 LCSW on staff for therapeutic services. The Young Parent Program and Early Head Start offer unique and significant support and educational services to a specific segment of our student population. This includes prenatal and parenting classes, on-site child care for infants and toddlers to age 3, home to school transportation for these families, and direct contact with community services. Overall, the theme at Fair View is based on the building of relationships with all who enter our doors. Each is treated as an individual and is encouraged to take advantage of the opportunities that Fair View has to offer. If a student has a need, Fair View will do whatever we can to address this need once it is known. One of the big frustrations in the past was the fact that we did not have enough in the way of program/facility/staff to address the many needs of all our students. We now feel that we are becoming better equipped at identifying these needs and are providing more of the support offerings our students need to be successful.

F a i r Vi ew Hi g h School

Chapter 5

Schoolwide Action

Plan

Action Plan Area: Student Attendance

Rationale: An increase in the overall student attendance rate will assist in student movement towards graduation and/or other

academic goals. ESLR's Addressed: Show Competency in Basic Academic Skills, Develop Personal Management Skills, Be Prepared For Employment Growth Target: By the end of the 2015-16 school year, the average daily attendance rate will be 89% or higher (a 3% increase from

2011-12).

Task Person Responsible

Resources Time Line Means to Assess Means to Report

1. Auto dialer to call homes for all non-attenders. 2. Assign Targeted Case Manager to assist in attendance review. 3. Truancy letters, parent conferences 4. SARB & Truancy Mediation referrals 5. Student survey on ways to improve attendance

Attendance Clerk Targeted Case Manager Targeted Case Manager Counselor Targeted Case Manager Leadership Class

Auto Dialer

Funding Time Time Time Time

2005-2016 2005-2016 2005-2016 2005-2016 Spring 2013

Review of Auto Dialer printout Truancy letters Meeting Log Meeting Log Increased attendance Truancy Mediation reports, increased attendance Survey results

Staff meetings District/State reporting. Staff meetings Staff meetings District/State reporting Staff meetings Leadership Staff meetings

Action Plan Area: Curriculum Development – Align to Standards

Rationale: Enhance student learning of key essential standards in order to assist students in meeting their educational goals. ESLR's Addressed: Show Competency in Basic Academic Skills.

Growth Target: By the end of the 2015-16 school year, 70% of students will score proficient or better on three-week unit assessments

in all subject areas that reflect essential Common Core State Standards. Student Credit Completion rate will be at least 95%.

Task Person Responsible

Resources Time Line Means to Assess Means to Report

1. Allocate

resources to provide time for collaboration and professional development. 2. Subject areas assess needs.

3. Materials and assessments reflect CCSS and Core Skills

Stakeholders Representative teachers from each curricular area Teachers Administration

Title II Title II Called Meeting Time General Fund Title I Title II

2005-2016 2005-2016 2005-2016

SPSA Key essential standards and Core Skills Reports from Staff

Staff meetings SPSA Evaluations Staff meetings Staff meetings

4. Lessons are CCSS-based 5. Administer and evaluate three-week unit assessments 6. Refine Renaissance diagnostic assessment process and well as INL protocol

Teachers Administration Teachers Administration District SST

General Fund Title I Title II Time Title II Title I Title II

2005-2016 2005-2016 2012-2016

Illuminate Walkthroughs Review of student performance and interventions Review of student performance and interventions

Data conferencing Staff meetings Staff meetings Staff Meetings School Site Council

Action Plan Area: School to Work

Rationale: Reinforcing the significance of achieving practical skills and outcomes will help students begin to prepare for post-

secondary goals. Enhancing vocational opportunities on campus may increase student attachments to school/community and improve attendance. ESLR’s Addressed: Show Competency in Basic Academic Skills, Develop Personal Management Skills, Develop Effective

Communication Skills, Be Prepared For Employment. Growth Target: By the end of the 2015-16 school year, 70% of students continuously enrolled for at least 90 days will participate in at

least one school to work activity through the Youth Employment Program.

Task Person Responsible

Resources Time Line Means to Assess Means to Report

1. Enhance and continue to develop the Youth Employment Program where students get job training and experience on campus. Some of the areas to include are: Office Assistant, Food Services Assistant, Recycling Team, Custodial Assistants, Media/ Technology Assistants, Construction and

Youth Employment and Volunteer Program Coordinator, students, ROP Culinatry Arts and Construction teachers & Administration.

Collaboration time, existing staff, software and educational materials, employment consultants, community members and school district employees as exerts in the fields of training, ROP, Employment Centers, Job Training Resources, School Office Manager.

2007-2016

Program in place, # of students participating increases, brochure created for marketing the program, curriculum created, training criteria and tools established, job descriptions developed, implementation plan agreed upon and ready to initiate.

Staff meetings, student assemblies, school counselors, Parent Handbook and newsletters, school website, community newsletters, teacher discussions in class.

Child Care Assistants. 2. Continue to develop volunteer opportunities, internships and job training off campus with community partners such as Azad’s Martial Arts, Chico Unified School District, Boys & Girls Club & other 3. Develop and maintain strong links between FVHS and community resources. Bring community classes on campus. Educate staff regarding these resources. 4. Create a

centrally located job board. Ongoing utilization and updating of board

Youth Employment and Volunteer Program Coordinator, students & Administration. Youth Employment and Volunteer Program Coordinator, Administration, Friday Night Live Advisor, Leadership Advisor & other staff. Youth Employment and Volunteer Program Coordinator, Students, Administration

California Stewardship Network, Alliance for Workforce Development, Region II After School Program Technical Support and other business partners. California Stewardship Network, Alliance for Workforce Development, Butte College Center, mentoring programs, ROP. Student Office Assistants, Alliance for Workforce Development, Butte College Job Board, other job related

2008- 2016 Spring 2005-2016 2012 - 2016

Increase # of students participating and volunteering, increase business partnerships Connecting more students to the community resources and taking classes or trainings, student surveys, development of resources list. Job board in place, ongoing utilization and updating of board.

Staff meetings, student assemblies, school counselors, Parent Handbook and newsletters, school website, community newsletters, teacher discussions in class Staff meetings, student assemblies, school counselors, Parent Handbook and newsletters, school website, community newsletters, teacher discussions in class Assemblies, staff meetings, Job Boards, teachers

39

5. Continue to update and offer Career Class that will prepare students to enter the world of work.

Career Teacher/ Youth Employment & Volunteer Program Coordinator, Administration, Students

agencies and programs California Career Zone, California Work Experience Education, Alliance for Workforce Development and other job related agencies and programs

2008 – 2016

Every student who completes training will have portfolio with tips, resume, application fact sheet, Interview Questions and students will complete 2 Mock Interviews

Staff meetings, student assemblies, school counselors, Parent Handbook and newsletters, school website, community newsletters, teacher discussions in class

Action Plan Area: School Culture & Student Support

Rationale: If students with behavioral challenges can be served on campus, with minimal out-of-school suspensions, then those

students will have more opportunities to correct their behavior and connect with at least one staff member. ESLR's Addressed: Show Competency in Basic Academic Skills, Develop Effective Communication Skills, Be Prepared For

Employment Growth Target: By the end of the 2015-16 school year, out-of-school suspension rates will remain under 5%.

Task Person

Responsible

Resources Time Line Means to Assess Means to Report

1. Ensure the AFC/CAL ISS program remains a viable entity on the FV campus 2. Ensure appropriate campus supervision 3. Refine classroom and campus behavioral expectations

Stakeholders Administrators Campus Supervisors Staff

General Fund Enrollment General Fund Called Time

20010-2016 2010-2016 2010-2016

Student enrollment and ADA School Climate Surveys Principal’s Student Advisory (PSA) Student interviews Staff perceptions

Staff Meetings School Site Council Staff Meetings School Site Council

Staff Meetings

4. Refine discipline protocol and matrix to ensure a spectrum of appropriate alternatives to out-of-school suspension are always viable

Staff Called Time 2010-2016 Out-of-school suspension rates

Staff Meetings School Site Council

Action Plan Area: Improved Test Results

Rationale: An increase in the overall student test results will assist in connecting students to their overall educational plan and

move Fair View out of program improvement. ESLR's Addressed: Show Competency in Basic Academic Skills, Develop Personal Management Skills, Develop Effective

Communication Skills, Develop Global Awareness, Be Prepared for Employment Growth Target: By the end of the 2015-16 school year, Fair View will have moved out of Program Improvement status.

Task Person Responsible

Resources Time Line Means to Assess Means to Report

1. Align core classes to essential standards 2. State/District approved materials used in core classes 3. District benchmark assessment tests given. 4. Test results analyzed and discussed 5. Schoolwide promotion of State testing window

Teachers Administration Teachers Administration District Teachers Teachers Administration Teachers Administration

Release time CCSS General Fund Title II District task forces Illuminate reports Testing calendar

2005-2016

2005-2016

2006-2016

2006-2016

2006-2016

Lessons Observations Release Time

Illuminate

Illuminate State testing report

Staff Meetings Staff Meetings Data conferencing Data conferencing Advisory Staff meeting Assemblies

Appendix

FVHS/AFC/CAL/Oakdale

Measure E Survey

The Measure E survey was conducted with the Fair View Staff, AFC Staff, Student Services Team, the Butte County Behavioral Health members, and Student Leadership. These stakeholders gave very well thought out

responses that show their commitment to making our campus the best it can be. The AFC /CAL wing on the west side of the campus, and the woodworking shop presently under construction, are recent additions to the Fair View campus. The buildings: A, I, H and K, were installed in the 1980s, more

than 25 years ago. The buildings: B, C, D, E, F, G, and J, were built in the 3 decades preceding the 1980s. Fair View is in dire need of renovation and expansion.

We would like to have a tentative timeline for the implementation of the project if possible.

Measure E Survey Results From FVHS/AFC/CAL/Oakdale

1. Health and Safety:

a. Double Pane Windows

b. Locks for inside of doors (for lockdown procedures)

c. Play and PE fields need to be graded

d. Heating/Air

e. Covered area for PE and lunch

f. Bathrooms/dual-pane windows

g. Curtains

h. Recycle bins

i. Asbestos removal

j. Tree roots sticking out of the ground pushing up sidewalks

k. Separate area for toxic art materials and masks

l. Structural integrity of all buildings

m. More outlets per room

n. The ability to control thermostats

o. Fence around campus-single to create point of entry

p. Floor drain in the bathrooms

q. Cameras around the school

r. More outside lights

s. Expand on nursing services and resources

t. Clinic-well baby WIC on campus

2. Maintenance:

a. Renovate Bathrooms

b. Stainless steel sinks and toilets

c. Dark tile or no wax floors for all rooms

d. Drinking fountains working

e. Resurface Blacktop

f. Doors

g. New curtains

h. Roofing repairs/renovation

i. Rain gutters

j. Flooring tile replace

k. Repair screens/better blinds in the health office

l. New paint

m. Repair wooden ramps

n. Beautification throughout school—plants, flowers, etc.

3. Technical Improvements (computerization, etc.):

a. Update computer for teachers

b. Higher Speed Internet

c. New computers for staff and students

d. Computer work stations in room 9

e. Smart boards/white boards

f. Photoshop or Adobe Illustrator program for computers

g. A computer with proper printer for class

h. Led projectors on ceiling

i. Flat screen TV in MPR

j.

4. Modernization:

a. Solar panels

b. Floor drains in the outside bathrooms

c. Fence around the back of art room

d. Parking

e. Efficient lighting

f. Fitness center

g. Windows in the SST Office

h. Dual Pane Windows

i. Outside Drinking Fountain

j. Full size basketball court

k. A new young parent program and FVHS van

l. Update structure from elementary to high school

m. Sky lights

n. A kiln for ceramic firing

o. Labs for Science and Art

p. Auto shop

q. Paint interior and exterior

5. Energy Efficiency:

a. Update heating systems

b. Dual-pane Windows

c. Sky Lights

d. Solar panels

e. Solar tubes

f. Overhead lights

g. Windows/doorways need to be replaced

h. More efficient lights

i. Install solar panels where you can

j. Weather strip windows and doors

k. Water filters

6. New Construction:

a. Culinary Arts Kitchen

b. Career Tech/silk-screening Room

c. Library

d. Separate Rooms for Oakdale

e. Covered lunch area

f. Fitness Center

g. Gymnasium or covered PE area

h. Media Center

i. Resource room for FVHS alone

j. Real Science room

k. Gym/spinning bicycles

l. Update main office

m. Make MPR a separate from office

n. Building for Oakdale

o. Gated section for Art Supplies behind the classroom

p. Indoor gymnasium

q. Bathroom with shower for health room

r. More storage

s. Replace portables

Fair View High School

Youth Employment Program

Student Volunteer Position – Office Assistant See Nancy Medina, Mr. Hardesty (rm 20) or Mrs.

Anderson (rm 10) if interested in learning more

Office Assistants Duties:

Make copies and file as needed

Assist with planning and implementing workshops, Orientations, parent & mentor

activities and other

Assist with creation and preparation of student, staff and parent information (ie bulletin

boards, posters, fliers, mailings, etc)

Work in teams and as individual to meet deadlines of projects

Serve as FV Community Student Ambassador as needed

Prepare data collection forms, type documents

Tutor students as needed

Requirements:

Willing to attend workshops recommended by supervisor

Willing to be coachable/teachable and work hard (develop good work ethic)

Stay in communication with supervisor (when missing school, unable to meet deadlines,

etc)

Work towards Fair View’s – Show Up, Be Cool, Take Care of Business

Practice Typing program and improve score (minimum is 35 WPM at school)

Practice using Excel, Word & other Office applications

Willing to learn and practice good communication and people skills

Be a self-starter and show initiative

Benefits:

Increase confidence while building employment skills that can be used on resume

Earn a Letter of Recommendation from supervisor upon accomplishment of duties

Earn credits for school

Participating in the school community and being a student voice

Increase leadership and communication skills

Networking with FV Community staff and students as well as the community at large Description Created Fall 2011

Fair View High School

Youth Employment Program

Student Volunteer Position – Office Assistant

Office Assistant Training Workshops

Attend all 5 workshops and earn a certificate of completion to include

as special training on your application and resume Workshop 1 Thursday, Dec 8, 2011, Room 10, 7

th period

Introduction to Job and/or Career possibilities

Job expectations and description

Office and phone etiquette

Confidentiality

Workshop 2 Date & Time – TBA (January)

Ray Morgan – copy machine training

Introduction to Mavis Beacon Typing Program

Workshop 3 Date & Time – TBA (January)

Practice typing skills and learn about typing test

Field trip to Butte One Stop to practice typing test

Workshop 4/5 Date & Time – TBA (February/March)

Basic Microsoft Office Training

See Nancy Medina, or Mrs. Anderson (rm 10) if interested in learning more

Prepared Fall 2011

F a i r V i ew C o m m u n i t y P a rt n ers

Valley Contractor's Exchange Donated books for CTE courses, serve on Advisory Team, network with business community

BCOE, ROP Support with CTE courses, curriculum, classroom resources, grants that provided teaching modules for construction, culinary classes, serve on Advisory Team

BCOE, Region 2 ASP Training, Support, Resources

Butte College CTE Connections and Tour at BC, Construction Advisory Team, campus Info, Career and Tech tours, construction Advisory Team, CTE Connections & Tour, collaboration

CSU, Chico Foundation Rural Teacher Pathway Program, interns to work in BLAST CSU, Chico Advisory Team, Resources for Construction

Chico USD

Mentor Construction staff and students Share resources and collaborate to develop mentor program Provided opportunity for Construction students to build picnic benches and have a real world experience Provide opportunity for workforce readiness for students, train in leadership, team work, work with students, communication, job skills, job shadowing and training, much more

Oakridge Cabinets Field Trip, Sign for Fair View Construction Chico Police Department Gang awareness training, Table-top presentations Chico Volunteers in Education Volunteers, tutoring

Boys & Girls Club Provide opportunity for workforce readiness for students, train in leadership, team work, work with students, communication, job skills, job shadowing and training, much more

Old Navy Job Training and Shadows for students in Boys & Girls LIT program. Donated uniforms for work to each student

A Main Hobbies Job Training and Shadows for students in Boys & Girls LIT program. Donated Hobby Race Truck to FV and invited students/staff to races

Butte Humane Society Planning and preparing speaking and volunteer opportunities ROAR Provide mentor hours, Mural Project plan, prep

CAEE (Community for Educational Excellence) & Volunteers in the Schools

Help develop Mentor/Tutor program, volunteer process and programs, volunteer recruitment process, connect with community service organizations such as Rotary

Love Chico School Beautification

McDonalds Corporation Speaker, Job Readiness development, hiring California Conservation Corp Speaker, Job Recruitment Job Corp Speaker, Job Recruitment, Tour of Facility

Dragon Graphics Speaker, Job Shadow & Internship Opportunities Community Member Mentor/Tutor/Volunteer

Alliance Workforce Development Job Development, Speaker, Services, partner to provide workshops for students, alumni and families

Azad's Martial Arts Speaker, Presentation, Develop discipline program (Fair View) Morning Sun Martial Arts Speaker, Presentation, Develop discipline program (AFC)

Sheraton Real Estate Management Mentor/tour/advisory Butte Behavioral Health, Youth Services

Leadership Training, Conferences, School Climate

Community Action Agency-Butte County

Financial Literacy, recruiting other financial organizations to assist as volunteers/mentors, assist in workforce readiness opportunities

Young Lives Mentors Rotary Service Organization Scholarships, Academic awards, career mentor/volunteers

Staff Resources, Inc Volunteer to help students with Application/Resume process, assist with employment placement/ Youth Employment Program

Alternative Education Referral Grades 7-12

Attach student transcript and other info then forward to: (Fair View: Mark Hardesty; CAL/Oakdale: Andrew Moll)

School of Choice: Fair View (9-12) Oakdale (7th-8th grade only) CAL (7-12) Date:

Referral Chico High Pleasant Valley HS Fair View HS Oakdale CAL Inspire

Made by Chico Jr. Bidwell Jr. AFC Marsh Jr. Other ________

I have met with this student and parent/guardian, and we feel that Alternative Education the best option at the time.

Signature of school official mak ing referral Date met with student/guardian

Referral initiated by: Student Parent School IEP team SBIT Team* 504 plan Team *Attach SBIT documents Note: Incomplete referrals and old forms will be returned

Student Name DOB ID#

New to District Current or former CUSD student Male Female Grade

Last School Attended City/State

Parent/Guardian

Address Phone /

Home Work

Special Ed yes** no 504 yes*** no Date of IEP to determine Alt. Ed. Placement

**Attach SPED referral addendum ***Attach most current 504 Plan

ELL yes no If yes, currently enrolled in ELD classes?

SBIT meeting dates* (required prior to a referral for reg ed only): ____________________________

On probation? yes no Probation Officers Name Phone

Reason for enrollment: check all that apply

Credit Deficient Attendance Issues Discipline/Behavior Issues GED Other (explain):

Student signature Parent/Guardian signature

This is a referral only - - it does not guarantee enrollment in Alternative Education. Student must continue

attending current school until officially enrolled in Alternative Education

For Alternative Education Administration only

Student: DOB: Date: Teacher: Grade: Name of person initiating counseling referral: Name of person completing this form: Reason for referral (please be specific): Are the parents aware of your concerns? Date of parent contact: Is student Medi-Cal eligible? Yes No Unknown Please rate the level of severity from 1-10:

1 2 3 4 5 6 7 8 9 10

Mild adjustment Severe Issues; Problems (e.g. known Aggression; home stressor; irritable; hurting self friendship difficulties) and/or others;

property damage

Has the student received any previous counseling? Yes No With whom? What agency / program? Any other outside agencies involved with student? ***************************************************************************************************Below is for Office Use

Only

*************************************************************************************************** Student referred to:

PIP/Special Friends PIP/Friendship Group Intern School Counselor NVCSS Counselor on-site BCBH Other:

Contact Notes: