james c. enochs high school wasc self-study … wasc self...[james c. enochs high school wasc...

[James C. Enochs High School WASC Self-Study Report] 2015-2016

BE SAFE, BE RESPONSIBLE, BE RESPECTFUL 1

MODESTO CITY SCHOOLS DISTRICT CENTRAL OFFICE ADMINISTRATION PAM ABLE SUPERINTENDENT CRAIG RYDQUIST ASSOCIATE SUPERINTENDENT HUMAN RESOURCES VIRGINIA JOHNSON ASSOCIATE SUPERINTENDENT EDUCATIONAL SERVICES JULIE CHAPLIN ASSOCIATE SUPERINTENDENT BUSINESS SERVICES SCHOOL BOARD STEVEN GRENBEAUX PRESIDENT SUE ZWAHLEN VICE PRESIDENT DAVID ALLAN MEMBER CINDY MARKS MEMBER AMY NEUMANN MEMBER DESIREE ROMO MEMBER JOHN WALKER MEMBER RILEY NOLAND STUDENT REPRESENTATIVE

JAMES C. ENOCHS HIGH SCHOOL ADMINISTRATION DEB ROWE PRINCIPAL DEREK PENDLEY ASSOCIATE PRINCIPAL CURRICULUM AND INSTRUCTION MICHAEL SHROYER ASSISTANT PRINCIPAL PUPIL PERSONNEL SERVICES STEVE LEWIS ASSISTANT PRINCIPAL ATTENDANCE AND SUPERVISION PLC & WASC LEADERSHIP DANETTE SZOSTAK WASC SELF-STUDY COORDINATOR JESSICA VALERIO PLC & SECTION A LEADER SCHOOL ORGANIZATION RYAN FARINHA PLC & SECTION B LEADER CURRICULUM WENDY BROWN PLC & SECTION C LEADER INSTRUCTION TAYA MATTHEWS PLC & SECTION D LEADER ASSESSMENT & ACCOUNTABILITY JIMME SEVICK PLC & SECTION E LEADER SCHOOL CULTURE (CO-LEAD) SARA MARIANO PLC & SECTION E LEADER SCHOOL CULTURE (CO-LEAD) LINDA JOHNSON PLC & WASC ACTION PLAN LEADER DEPARTMENT LEADERSHIP MIKE BRECHT CARRIER TECHNICAL EDUCATION IVY BYRON ENGLISH NILES CARLIN SOCIAL SCIENCE JENNIFER CARLSON MATH KEITH HERRING SPECIAL EDUCATION-RESOURCE DAVE MENSHEW SCIENCE ELVIS SALINAS FOREIGN LANGUAGE LISA WHITEAKER PHYSICAL EDUCATION TIM WILLIAMS SPECIAL EDUCATION-SDC

WASC VISITING COMMITTEE SCOTT BRAUN, VICE PRINCIPAL CHAIR CARRIE BLANTON, TEACHER MEMBER SARAH CAMPSTROM, TEACHER MEMBER KAREN ELLINGTON, ASSISTANT PRINCIPAL MEMBER STEFANI KARINO, PRINCIPAL MEMBER PAMELA SELLICK, PRINCIPAL MEMBER DEANNA TOWER, TEACHER, AD MEMBER

TEACHER LEADERSHIP SARA MARIANO STUDENT ACTIVITIES RANDY RUBIO ATHLETIC DIRECTOR



Table of Contents

Preface ...................................................................................................................................... 3

Chapter I: Student/Community Profile and Supporting Data and Findings ......................... 7

Chapter II: Progress Report .................................................................................................. 45

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress ...................................................................................................... 60

Chapter IV: Self-Study Finding ……………………………………………………………………………………….65

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ...................................................................................................... 66

B: Standards-based Student Learning: Curriculum ................................................ 81

C: Standards-based Student Learning: Instruction ............................................... 101

D: Standards-based Student Learning: Assessment and Accountability ............ 114

E: School Culture and Support for Student Personal and Academic Growth .............................................................................................. 125

Chapter V: Schoolwide Action Plan ................................................................................... 139

Appendices ........................................................................................................................... 152

Cover and Chapter Dividers Created by Lauren Turner (Student) CINEMA AND GRAPHIC ARTS PATHWAY WITH REBECCA FUENTES (TEACHER) Modesto City Schools prohibits discrimination, harassment, intimidation, and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, family or marital status, pregnancy, or association with a person or a group with one or more of these actual or perceived characteristics.



Preface

In the six years since the last WASC report (2010), James C. Enochs High School (JEHS) has undergone a persistent process of transition. In 2012, Deborah Rowe became the second principal of JEHS since it’s opening in 2006. Likewise, the teaching population has remained consistent with very few changes each year. Conversely, there has been constant change with co-administration. As shown in the table below various administrative changes were made every year since 2009.

Administration History at JEHS

YEAR PRINCIPAL CO-ADMINISTRATORS

2006-07 MIKE COATS JULIE MOORE – ASSOCIATE C & I DAVE STUBBS - ASSISTANT SUPERVISION

2007-08 MIKE COATS JULIE MOORE – ASSOCIATE C & I DANIELE HINKLE - ASSISTANT PPS DEB ROWE - ASSISTANT SUPERVISION



2010-11 MIKE COATS DANIELE HINKLE – ASSOCIATE C & I BEATE MARTINEZ - ASSISTANT PPS DEB ROWE - ASSISTANT SUPERVISION

2011-12 MIKE COATS DANIELE HINKLE – ASSOCIATE C & I BEATE MARTINEZ - ASSISTANT PPS SAM DE LA ROSA - ASSISTANT SUPERVISION

2012-13 DEB ROWE DANIELE HINKLE – ASSOCIATE C & I PHILLIP JARAMILLO- ASSISTANT PPS DEREK PENDLEY - ASSISTANT SUPERVISION

2013-14 DEB ROWE DEREK PENDLEY – ASSOCIATE C & I PHILLIP JARAMILLO- ASSISTANT PPS MICHAEL SHROYER- ASSISTANT SUPERVISION

2014-15 DEB ROWE DEREK PENDLEY – ASSOCIATE C & I JENNY SOLIS- ASSISTANT PPS MICHAEL SHROYER- ASSISTANT SUPERVISION

2015-16 DEB ROWE DEREK PENDLEY – ASSOCIATE C & I MICHAEL SHROYER- ASSISTANT PPS STEVE LEWIS- ASSISTANT SUPERVISION

Over the past six year there has been great turmoil in education and thus, progress has been slow. At Enochs we have seen changes in various areas: student demographics, statewide assessments, school and District funding, curriculum and state standards to name a few. The economic challenges to school budgets has been drastic, we have seen school days reduced, positions eliminated and stipends for coaching and teacher leaders removed. However, with the

“Our progress as a nation can be no swifter than our

progress in education. The human mind is our

fundamental resource.”

John F. Kennedy



recent change in funding due to Local Control Funding Formula passed by Governor Brown in 2013, progress is gaining speed. The Modesto City Schools District (MCS) developed a three year LCAP to reestablish programs and positions that had been eliminated and to improve student achievement and accountability. In fall of 2012, each high school was provided 14 stipends to organize department and instructional team leaders. JEHS teachers voted to determine how the stipends should be organized. From this vote eight department chairs and six instructional team (PLC) leaders were created. JEHS used monthly faculty meetings to meet in PLC teams, and departments held meetings at a minimum of one per month.

Department Chairs: English, Math, Science, Social Science, Special Education, Foreign Language,

PE/Health and Career Technical Education.

Instructional Team (PLC) Leaders: Curriculum & Instruction, School Culture, New California State

Standards Curriculum, Professional Development, Assessment & Evaluation and WASC Action

Plan.

In 2013, we added the Enochs Care Center (ECC) to our campus in order to address the mental health needs of students by removing barriers to their learning. In creating this new office many staff needed to be relocated; the nurse’s office was moved into the ECC in order to create one location for students to go to for physical and mental health support. The ECC staff include a Nurse, Health Clerk, Office Clerk, Marriage Family Therapist supervisor and interns, Student Assistant Specialist from Center for Human Services and community mentors. Several community agencies also provide on campus support. In fall of 2014, due to changes in District funding, the LCAP funds were prioritized to include fifteen early release collaboration days. These collaboration days were used by enlarge for department collaboration, and to a lesser degree for PLC teams, or schoolwide professional development. Over two years 2013-2015 JEHS administrators and the Site Leadership Team (SLT) participated in the Stanislaus County “Support for School Leadership Teams: Cohort 7.” During these sessions, one of the largest changes observed was the dynamics of school culture and shared leadership. The SLT and administrators read two books “Teach like a Champion” and “The Will to Lead and the Skill to Teach” and they evaluated, modified and developed the new mission. “The Mission of JEHS is to develop successful students by providing top quality instruction within a safe, responsible and respectful culture.” This two-year collaboration developed new focus and vision for the school leaders, which was refined by the School Culture PLC and then rolled out to staff in the spring of 2015 and to the students in the fall of 2015. The main idea of the changes were to narrow the focus of initiatives in order to maximize effectiveness of the school. The student roll out video was provided on the first day of school, August 10, 2015: https://www.YouTube.com/watch?v=t7gOtuObw9c&feature=youtu.be

https://www.youtube.com/watch?v=t7gOtuObw9c&feature=youtu.be

https://www.youtube.com/watch?v=t7gOtuObw9c&feature=youtu.be



With the implementation of the California State Standards (CCSS), the English and Math departments were first to begin working towards the CCSS transition, however Literacy standards became common schoolwide in 2012. As JEHS transitions to the California State Standards and the CAASPP assessment in ELA and Mathematics, the school recognizes the need to align curriculum and instruction, assessments (including District benchmarks) and school culture to these changes. We also recognize the need to further develop constructed response and performance task items to imbed into curriculum, instruction and formative assessments.



Chapter I: Student/Community Profile and Supporting Data and Findings

JEHS is one of seven comprehensive high schools in the Modesto City Schools District. JEHS opened in the fall of 2006 with 1,228 ninth and tenth grade students. Since then, Enochs has grown to become a large comprehensive high school with over 2,300 students. JEHS provides a broad selection of academic programs and elective course offerings. Co-curricular programs abound, including athletic teams, Associated Student Body leadership opportunities, competitive speech, choral and instrumental music. A full complement of student support services such as: attendance teams, student study teams, psychologist, PBIS team, Enochs Care Center staff, work experience coordinator and a college counselor provide support for students academically, socially and emotionally.

The mascot for JEHS is the eagle, and the motto is “Altius Volans” which in Latin means “soaring higher.” Actual eagles can fly to altitudes of 10,000 feet, and can soar aloft for hours. The eagle has become the living symbol of freedom, spirit and the pursuit of excellence. Our goal for the students at JEHS is that their education and experiences will provide them with the knowledge, skills and inspiration that will guide them to graduate from high school, pursue higher education and become productive citizens.

The JEHS campus master plan accommodates 2,500 students. The site incorporates 70 acres and contains 277,000 square feet of building space including three two-story academic buildings. Also on the site is a large gymnasium with two locker/shower facilities linked by covered walkways. A library/media center, a cafeteria/multi-use facility, buildings housing agricultural/industrial technology, home economics and performing arts round out the major site facilities. The spacious center courtyard includes eating areas and an amphitheater. The site includes a full complement of sports venues, including baseball, softball, soccer, football, track, tennis, basketball and (in fall of 2014) opened the gates to a new pool on site. The campus is well-equipped with technology where each classroom has a multimedia presentation system including a computer, LCD projector, DVD player and document camera. In March of 2015, the school was completed with wireless access in all classroom and offices. Students have access to eight computer labs, so of which are mobile carts, with additional computers in the library.

JEHS offers four pathway programs: Cinema and Graphic Arts, Employment Opportunities, Forensic/Biotechnology Academy and Pre-Vet Science. All four of the pathways offer a four-year sequence of courses that lead students toward both job preparation and college admission.

The Cinema and Graphic Arts Program gives the students opportunities to acquire the technical knowledge and skills needed for successful entry-level employment in the printing, photography, or cinema trade. Course content is structured through lecture/laboratory experiences as related to individual projects. The contents of these courses can be linked to school to career programs and can be used to develop career pathways for students or as preparation for college in related fields of study.

The Employment Opportunities Program gives students a hands-on approach which allows them to learn skills that are applicable to all facets of life. Employment Opportunities Pathway prepares students for a successful future by giving them the opportunity to be placed in an internship for



the purpose of building work history and often these opportunities become paid job positions. This is the newest pathway and is still in the building process.

The Forensic/Biotech Science Academy is designed to give students an introduction to the scientific concepts and laboratory research techniques currently used in the field of biotechnology. Students develop laboratory skills, critical thinking and communication skills currently used in the biotechnology industry. Through extensive directed reading, reflective writing, laboratory work and workplace experiences, students explore and evaluate career opportunities in the field of biotechnology and receive advanced training leading to a career requiring education at a postsecondary level. The Biotech/Forensic Science courses fulfill a student’s graduation requirement for Science as well as some elective credit.

The Pre-Vet Science Program gives students the opportunity to explore the world of Veterinary Science. Students earn graduation credit in Science as well as practical experience in the realm of Veterinary Science through an integrated approach. These courses will be taught with an emphasis on Veterinary Science through a hands-on approach, as well as through the business perspective.

Many students choose to attend JEHS through an inter/intra District transfer to enroll in one of the pathway programs. Number of students enrolled at Enochs with IDT by pathway

2015-16 2014-15 2013-14 2012-13

Cinema and Graphic Arts 55 49 38 37

Employment Opportunities 07

Forensic/Biotech 95 97 91 80

Pre-Vet Science 60 56 45 43

Total 217 202 174 160 Program Offering Night PowerPoint on the right side of the Webpage.

Student Enrollment

Number of Students Enrolled

9 10 11 12 Total

2006-07 660 568 0 0 1228 2007-08 655 656 575 0 1886 2008-09 708 685 631 512 2527 2009-10 666 687 620 578 2551 2010-11 683 664 659 565 2571 2011-12 630 650 618 574 2472 2012-13 657 630 628 561 2476 2013-14 612 641 605 555 2413 2014-15 609 596 612 533 2350 2015-16 619 598 603 615 2435

https://enochs.mcs4kids.com/school/curriculum-and-instruction/program-offering-pathways



Number of Students Enrolled by Gender, Fall 2015

9 10 11 12 Total

Male 328 286 285 320 1219

Female 291 312 318 295 1216

Total 619 598 603 615 2435

JEHS has had fairly consistent enrollment since 2008.

Enochs has the second highest enrollment in the District, following closely behind Modesto High school. Of the seven comprehensive high schools in Modesto City Schools, the enrollment ranges from 1,650-2,450.

Number of Students Enrolled by Ethnicity

African-

American American

Indian Asian Filipino Hispanic/

Latino Pacific

Islander White Two or more

2010-11 141 17 137 84 865 34 1,164 84

2011-12 117 13 141 71 868 27 1,043 118

2012-13 101 12 142 74 891 24 986 157

2013-14 90 5 136 74 854 17 960 172

2014-15 81 6 140 78 877 23 913 153

2015-16 94 10 117 87 961 20 895 162

A demographic trend that has appeared is that African American and White

subgroups have significantly decreaed since 2010, and the Hispanic and two or more

races subgroups have significantly increased since 2010.

0

500

1000

1500

2000

2500

3000

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

1228

1886

2527 2551 2571 2472 2476 2413 2350 2435

Enochs Enrollment



0

Percentage of Students Enrolled by Ethnicity

African-

American

American Indian/Alaskan

Native Asian Filipino Hispanic/

Latino Pacific

Islander White not Hispanic

Multiple/No Response

2015-16 3.9% 0.4% 4.8% 3.6% 39.5% 0.8% 36.8% 6.7%

In our short history, JEHS has experienced quick growth and then maintained enrollment around 2,400 students. Enochs has a diverse student population with a current enrollment of 2,435 students.

JEHS has two significant subgroups based on ethnicity: White not Hispanic and Hispanic/Latino.

Free and Reduced Meal Eligibility Counts

Year Free Reduced Total Enrollment Percent

2006-07 192 58 250 1228 20%

2007-08 326 117 443 1886 24%

2008-09 531 176 707 2527 28%

2009-10 611 192 803 2551 31%

2010-11 702 175 877 2571 34%

2011-12 738 189 927 2472 38%

2012-13 745 174 919 2476 37%

2013-14 718 195 913 2413 38%

2014-15 744 250 994 2350 42%

There has been a steady increase in the percentage of students on free and reduced lunch since the 2006-07 school year and is currently more than double the initial starting point. JEHS has grown from 20% to 42% free and reduced lunch.

42% percent of the students qualify for free or reduced lunch. These low socioeconomic students are the largest significant subgroup at Enochs, and there is an achievement gap between these students and the schoolwide percentages on all assessments. Improving academic performance in this group (Socioeconomically Disadvantaged) would have a major impact not only on this subgroup’s performance, but on schoolwide performance.



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# % # %

2010-11 135 5.3% 83 3.2% 218 2571 8.5%

2011-12 153 6.2% 79 3.2% 232 2472 9.4%

2012-13 148 6.0% 66 2.7% 214 2476 8.6%

2013-14 147 6.1% 66 2.7% 213 2413 8.8%

2014-15 144 6.1% 79 3.4% 223 2350 9.5%

2015-16 142 5.8% 81 3.3% 223 2435 9.2%

Resource SDC Special Ed.

TotalSchoolwide

Special ed % of

total enrollment

Special Education

Special Education enrollment has remained fairly constant over that last 6 years, ranging

from 8.5% to 9.5% of the total school enrollment.

While Special Education Subgroups are a small percentage of the JEHS student population, the academic performance of this subgroup lags behind schoolwide academic performance. Special Education students are a group that would benefit from specific targeted assistance.

English Learners

Number of English Learner Students

Year EL Students

2009-10 138

2010-11 125

2011-12 120

2012-13 79

2013-14 88

2014-15 65

2015-16 61

There has been a decrease in the number of English Language Learner Students at JEHS in the last five years by 50%. While English Learners are a small percentage of the JEHS student population, the academic performance of this subgroup lags behind schoolwide academic performance also. English Learners are a group that would benefit from specific targeted assistance.



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CELDT Test Results

Advanced Early

Advanced Intermediate Early

Intermediate Beginning

2010-11 30% 39% 24% 4% 3%

2011-12 18% 50% 25% 3% 4%

2012-13 22% 54% 19% 2% 2%

2013-14 24% 38% 26% 8% 4%

2014-15 20% 35% 32% 11% 2%

* (Click the underlined years to see full CELDT report for those selected years)

Over the last 5 years, EL students have had decreases in Advanced and Early Advanced, and increases in Intermediate and Early Intermediate on the overall scores on the CELDT exam.

Even though the EL subgroup has been decreasing and is not a significant subgroup, the student achievement data shows there is a significant achievement gap between the EL subgroup and the schoolwide subgroup. This is a major area of concern for JEHS and is one of our Critical Learner Needs.

Languages other than English

Spanish Assyrian Filipino Hindi Punjabi Vietnamese Khmer

(Cambodian) Arabic

2011-12 14.8% 2% 1.3% 1.1% 1.3% 0.7% 0.5% 0.4%

2012-13 14.3% 2.1% 1.5% 1.2% 1% 0.7% 0.6% 0.6%

2013-14 15.2% 2% 1.5% 1.2% 1.2% 0.8% 0.5% 0.5%

2014-15 17.2% 2.3% 1.5% 1.0% 0.8% 0.9% 0.6% 0.5%

There are a variety of home languages for JEHS; however, Spanish is the only significant home language at 17%.

Student Attendance

Average Daily Rate of Attendance

ADA

2009-10 94.71%

2010-11 95.04%

2011-12 95.19%

2012-13 95.08%

2013-14 95.66%

2014-15 95.34%

http://dq.cde.ca.gov/dataquest/CELDT/results.aspx?year=2010-2011&level=school&assessment=2&subgroup=1&entity=50-71175-0000-0110593







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Research indicates that regular school attendance is related to higher achievement, and the Enochs attendance rate of 95% is a contributing factor to student achievement. This is below the District goal of 98%. When analyzing the data of chronic absenteeism (students absent more than 10% of days enrolled), JEHS has 13% of the student population that is chronically absent. With the clear correlation of student achievement to student attendance, all stakeholders identify this as a Critical Learner Need to decrease chronic absenteeism.

Academic Performance Index

2014 API Report Academic Performance Index Including Significant Subpopulations

3-year

Average 2013

Growth 2012

Growth 2011

Growth

Schoolwide 822 821 824 820 African-American/Black 772 737 795 782 Hispanic 793 797 788 793 White not Hispanic 840 840 845 836 Socioeconomically Disadvantaged 781 779 781 784 English Learners 734 730 730 741 Students with Disabilities 557 586 552 535

* (Click the underlined years to see full API report for those selected years)

Growth API Score Statewide Rank Similar Schools Rank Met API Target

2011 820 8 9 Yes

2012 824 8 8 Yes

2013 821 8 7 Yes

Academic indicators demonstrate that JEHS is an excellent school with marks of high

achievement. The 2014 3-year average API score for Enochs high school is 822 exceeding

the goal of 800. (click the underlined to see full CDE report)

Enochs Statewide rank remained constant at 8, where the similar schools rank dropped

from 9 to 7 over the three year period.

http://dq.cde.ca.gov/dataquest/Acnt2013/2013GrowthSch.aspx?allcds=50711750110593



http://dq.cde.ca.gov/dataquest/Acnt2014/apiavgSch.aspx?allcds=50711750110593



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The school recognizes that teachers must continue to use and assimilate research-based

instructional strategies, student support should be examined and modified as needed,

and effective use of data analysis must be employed to guide schoolwide improvement.

JEHS’ schoolwide API was over the target of 800; however, there is an achievement gap in the African-American, Hispanic, Socioeconomically Disadvantaged, English Learners and Students with Disabilities subgroups.

Adequate Yearly Progress

2014 Adequate Yearly Progress

Made AYP No Met 14 of 17 AYP Criteria

Met AYP Criteria: Eng. Lang Arts Mathematics Participation Rate Yes Yes Percent Proficient No Yes Schoolwide No Yes (SH) Hispanic No Yes (SH) White No Yes (SH) SED Yes (SH) Yes (SH) Academic Performance Index Yes Graduation Rate Yes

2013 Adequate Yearly Progress

Made AYP No Met 15 of 18 AYP Criteria

Met AYP Criteria: Eng. Lang Arts Mathematics Participation Rate Yes Yes Percent Proficient Yes No Schoolwide Yes (SH) No Hispanic Yes (SH) Yes (SH) White Yes (SH) Yes (SH) SED Yes (SH) No Academic Performance Index Yes Graduation Rate Yes

* (Click the underlined years to see full AYP report for those selected years)

http://dq.cde.ca.gov/dataquest/Acnt2014/2014APRSchAYPReport.aspx?allcds=50711750110593&df=2

http://dq.cde.ca.gov/dataquest/Acnt2013/2013APRSchAYPReport.aspx?allcds=50711750110593&df=2



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Over that last two years, JEHS has not met AYP even with Safe Harbor. The reason for not

meeting AYP is the Student Achievement on the CAHSEE testing in all subgroups. Some

subgroups were able to meet it under Safe Harbor, but this was not a consistent factor.

Since SB172 passed (suspending CAHSEE requirements), JEHS will investigate the new

requirements for AYP and set goals to address the new focus. For the 2015-16 school

year, a major shift has transpired to focus on CAASPP testing until more information is

available.

California High School Exit Exam Census Pass Rate 2012, 2013, 2014 (click the year to see the full CDE report)

JEHS is above District and state percentages schoolwide, as well as in Special Education

and SED in ELA and Math. However, JEHS is below both District and state percentages

with EL in ELA and Math. Through analyzing the EL data, improving the EL subgroup was

identified as a Critical Learner Need.

Math

Schoolwide Special Ed EL SED Schoolwide Special Ed EL SED Schoolwide Special Ed EL SED

Enochs 92% 59% 81% 90% 90% 53% 67% 86% 92% 59% 38% 88%

District 80% 45% 46% 74% 78% 36% 42% 71% 78% 32% 40% 72%

State 79% 35% 50% 73% 79% 35% 47% 73% 80% 35% 47% 74%

2012 2013 2014

ELA

Schoolwide Special Ed EL SED Schoolwide Special Ed EL SED Schoolwide Special Ed EL SED

Enochs 86% 38% 54% 78% 86% 47% 56% 77% 89% 37% 17% 82%

District 75% 29% 34% 67% 75% 30% 33% 67% 75% 28% 24% 67%

State 78% 32% 39% 70% 77% 32% 36% 70% 78% 33% 33% 71%

2012 2013 2014

http://dq.cde.ca.gov/dataquest/cahsee/ExitProg4.asp?SearchKey=enochs&cSelect=JAMES%5EC%5EENOCHS%5EHIGH%A0%2D%2DMODESTO%5ECITY%5EHI%2D%2D5071175%2D0110593&cLevel=School&cYear=2011-12&cChoice=ExitProg4&cAdmin=S&tDate=03/14/12&TestType=E&cGrade=AG&Pageno=1

http://dq.cde.ca.gov/dataquest/cahsee/ExitProg4.asp?SearchKey=enochs&cSelect=JAMES%5EC%2E%5EENOCHS%5EHIGH--MODESTO%5ECITY%5EHI--5071175-0110593&cLevel=School&cYear=2012-13&cChoice=ExitProg4&cAdmin=S&tDate=03/13/13&TestType=E&cGrade=AG&Pageno=1

http://dq.cde.ca.gov/dataquest/cahsee/ExitProg4.asp?SearchKey=enochs&cSelect=JAMES%5EC%2E%5EENOCHS%5EHIGH--MODESTO%5ECITY%5EHI--5071175-0110593&cLevel=School&cYear=2013-14&cChoice=ExitProg4&cAdmin=S&tDate=03/19/14&TestType=E&cGrade=AG&Pageno=1



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Advanced Placement

2011 2012 2013 2014 2015

James C. Enochs High School

Total AP Students

274 288 327 355 387

Number of Exams

459 470 561 564 603

AP Students with Scores 3+

198 209 209 227 280

% of Total AP Students with Scores 3+

72.3 72.6 63.9 63.9 72.4

California

Total AP Students

301,505 321,501 338,891 354,227 372,013

Number of Exams

555,057 594,959 635,596 668,479 706,309


191,999 207,367 215,233 227,801 236,651


63.7 64.5 63.5 64.3 63.6

Global

Total AP Students

1,982,133 2,106,843 2,225,625 2,352,026 2,495,423

Number of Exams

3,475,395 3,714,079 3,955,410 4,199,454 4,511,533


1,193,662 1,295,051 1,354,800 1,442,136 1,513,877


60.2 61.5 60.9 61.3 60.7

The AP program is a major focus at JEHS. JEHS has the largest AP program in the District and also the highest achieving program (evaluating # and % of tests taken, as well as # and % passed). However, we are looking continuously at growing and improving the AP program at JEHS.

24.3% of the student body enrolled in AP classes in 2015-16.

JEHS has continued to offer more AP classes each year.

Currently, there are 30 AP classes covering 14 different subjects, with plans to open a 15th

subject for the 2016-17 school year (AP Environmental Science).

2015 AP Pass rate

(bolded are classes offered at JEHS)

Subject Totals # passed JEHS Pass Rate State Pass Rate Total Exams Music Theory 2 100.0% 2 English Language and Composition 64 81.0% 52.6% 79 English Literature and Composition 21 100.0% 54.9% 21 European History 77 72.6% 33.6% 106 Human Geography 31 72.1% 51.7% 43 Macroeconomics 2 66.7% 3 Microeconomics 2 66.7% 3 Psychology 41 69.5% 65.3% 59 United States Government and Politics 19 59.4% 45.4% 32 United States History 49 44.5% 51.3% 110 Calculus AB 22 100.0% 55.6% 22 Calculus BC 6 100.0% 81.1% 6 Statistics 17 68.0% 55.9% 25 Biology 13 40.6% 61.7% 32 Chemistry 12 52.2% 53.1% 23 Environmental Science 1 100.0% 1 Physics 1 6 66.7% 42.0% 9 Spanish Language and Culture 27 100.0% 92.6% 27



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Ethnicity AP Enrollment Schoolwide Enrollment Difference AP Test Participation Diff from AP Enrollment to Test Participation

American Indian 0.2% 0.4% -0.2% 0.5% 0.3%

Chinese 1.4% 0.6% 0.8%

Korean 0.7% 0.2% 0.5%

Vietnamese 2.3% 1.0% 1.3%

Asian Indian 4.1% 1.7% 2.3%

Laotian 0.2% 0.3% -0.1%

Cambodian 0.5% 0.4% 0.2%

Other Asian 0.5% 0.6% 0.0%

Other Pacific Islander 0.7% 0.8% -0.1%

Filipino 7.6% 3.6% 4.0%

Asian (sum of above 9 categories) 18.0% 9.0% 9.0% 26.9% 8.9%

Hispanic or Latino of Any Race 30.7% 39.5% -8.7% 26.9% -3.8%

Black or African American 2.7% 3.8% -1.2% 1.8% -0.9%

White 37.3% 36.9% 0.4% 38.2% 0.9%

Intentionally Left Blank 1.8% 3.2% -1.5%

Two or more Races 9.4% 6.7% 2.7%

The AP Calculus, AP English Literature and AP Spanish Language teachers were recognized at the September school board meeting for having 100% pass rate for the students in their classes who took the related AP assessments.

All classes are above the state average pass rate in individual subjects except for US History (7% below the state US History pass rate of 51.3%), Chemistry (slightly below the state Chemistry pass rate of 53.1%) and Biology (20% below the state Biology pass rate of 61.7%).

2015-16 AP Enrollment and Test Participation (2015) by Ethnicity

A diverse population of students are enrolled in Advanced Placement classes.

In evaluating the AP enrollment compared to the schoolwide enrollment with ethnicities,

we find there is a discrepancy in the Hispanic and African American subgroups. To note,

there is an even larger discrepancy in the Hispanic and African American subgroups in

evaluating the percent that took the AP test. Conversely, there over 2 times the AP

enrollment in the Asian Subgroup compared to schoolwide enrollment, and an even

larger percentage in students that took the AP test. The White subgroup is within 1%

difference between the AP enrollment, schoolwide enrollment and students taking the

AP test.



8

Advanced Placement Exam Results

2012/13 2013/14 2014/15

Number Number Percent Number Number Percent Number Number Percent

Enrolled Tested Passed Enrolled Tested Passed Enrolled Tested Passed

Biology 38 27 81% 38 13 23% 55 32 40.6%

Calculus AB 24 24 96% 25 22 88% 33 22 100%

Calculus BC 2 3 67% 5 2 100% 6 6 100%

Chemistry 53 37 35% 491 35 31% 39 23 52.2%

English Lang. & Comp.

65 61 84% 47 37 78% 94 79 81%

English Lit. & Comp. 69 34 88% 73 46 83% 44 21 100%

European History 87 89 52% 127 118 62% 115 106 72.6%

Govt. & Politics 96 54 52% 87 71 58% 39 32 59.4%

Human Geography 0 X X 0 X X 63 43 72.1%

Physics 37 16 38% 26 14 43% 24 9 66.7%

Psychology 34 32 72% 29 28 61% 69 59 69.5%

Spanish Language 27 29 97% 32 32 97% 27 27 100%

Statistics 53 19 84% 74 55 60% 38 25 68%

U.S. History 169 131 50% 150 87 41% 157 110 44.5%

Total 754 561 63.9% 762 564 63.9% 803 603 72.4%

All students have equal access to the Advanced Placement tests. Students are

allowed to take and AP test without being enrolled in the class. AP tests are

advertised in all AP classes in early spring and schoolwide using the bulletin.

JEHS has a comprehensive Advanced Placement program.



9

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Enochs 64.7% 70.0% 79.3% 64.7% 73.3% 70.0% 32.2% 35.9% 39.9% 19.4% 46.7% 36.8% 38.1% 46.4% 46.5% 33.3% 42.9% 42.2% 38.2% 44.6% 46.4%

District 51.0% 49.5% 57.5% 65.3% 57.1% 66.7% 25.9% 27.7% 29.1% 27.7% 25.6% 21.5% 35.6% 41.2% 41.5% 11.1% 41.3% 41.8% 32.1% 34.4% 35.9%

County 52.6% 50.8% 56.7% 53.9% 53.6% 60.0% 23.4% 25.9% 26.6% 24.8% 24.9% 23.6% 32.9% 36.1% 34.4% 16.1% 35.4% 37.9% 29.0% 31.1% 31.4%

State 66.8% 67.7% 70.9% 52.6% 54.4% 57.7% 28.0% 29.1% 32.4% 28.6% 29.2% 31.2% 45.5% 47.1% 48.7% 46.0% 46.8% 48.4% 38.3% 39.4% 41.9%

Total

Grads with UC/CSU Required Courses

Asian Filipino Hispanic African American White Two or More

University of California A-G Requirements

(click to see US News report)

Number of Students Meeting University of California A-G Requirements

Asian Filipino Hispanic African

American White

Two or More

Total

2013-14 79.3% 70.0% 39.9% 38.8% 46.5% 42.2% 46.4%

JEHS has grown in all ethnicities while growing schoolwide in the A-G readiness.

There is a rigorous academic focus at JEHS to provide top quality instruction to reach high

student achievement. All students are set up freshman year to be in all CP classes, unless

parent or previous teacher recommends the need for intervention based on student’s

past academic achievement (SDC and LH are an exception).

Throughout the years at JEHS, students are encouraged to stay on the CP track. If

students are not successful in CP classes, there are several opportunities to remediate

the classes using zero or eighth period classes, Summer School, Extended Summer School

and G230 Academy. This push also includes Resource students. JEHS’ Special Education

department has the Resource teachers who spend part of their day pushing into

mainstream classes (most push into the core classes).

http://www.usnews.com/education/best-high-schools/california/districts/modesto-city-high/james-c-enochs-high-2789

http://www.usnews.com/education/best-high-schools/california/districts/modesto-city-high/james-c-enochs-high-2789



0

SAT Scores

Critical Reading Math Writing

Year Number Tested

JEHS State Nation JEHS State Nation JEHS State Nation

2012 221 506 495 496 525 512 514 496 498 488

2013 217 516 498 496 533 512 514 502 495 488

2014 249 514 498 497 517 510 513 500 496 487

JEHS students scored above state and national averages on the SAT over the last three

years with the exception of writing in 2012.

ACT Scores

English Math Reading Science Reasoning Composite

Number Tested

JEHS State Nat JEHS State Nat. JEHS State Nat. JEHS State Nat. JEHS State Nat.

2012 140 21.8 21.6 20.5 23.4 22.8 21.1 22.8 22.1 21.3 22.1 21.5 20.9 22.7 22.1 21.1

2013 154 22.1 21.6 20.2 22.9 22.8 20.9 23.2 22.3 21.1 21.8 21.5 20.7 22.6 22.2 20.9

2014 188 22.6 21.8 20.3 22.6 22.8 20.9 23.1 22.3 21.3 22.2 21.7 20.8 22.8 22.3 21.0

JEHS students scored above the state and national averages on the ACT over the last three years except Science in 2012 and Math in 2014.

PSAT Scores

PSAT Critical Reading Math Writing Skills

Year 2012 2013 2014 2012 2013 2014 2012 2013 2014

Grade 9 46.2 45.2 47.9 47.8 48.4 49.3 44.7 46.3 47.0

Grade 10 47.6 45.2 47.1 46.3 46.4 48.5 44.9 45.1 45.7

Grade 11 49.4 48.7 47.6 50.9 49.3 49.5 47.5 47.6 46.6

PSAT Scores can be converted to SAT Scores by multiplying by 10.



1

Test

Tota

l MTo

tal F

Whi

te M

Whi

te F

Blac

k MBl

ack F

Asian

MAs

ian F

Hisp

anic

MHi

span

ic F

Nativ

e

Amer

ican

M

Nativ

e

Amer

ican

FFil

ipin

o M

Filip

ino

F

Pacif

ic

Islan

der M

Pacif

ic

Islan

der F

Mul

ti-

Racia

l M

Mul

ti-

Racia

l FOt

her M

Othe

r F

PSAT

- PS

AT14

414

314

714

5-

143

141

150

138

137

--

152

144

-14

215

415

114

714

1

PSAT

- Cr

itica

l Rea

ding

4747

4948

-49

4749

4446

--

5246

-48

5150

4746

PSAT

- M

ath

5148

5249

-46

5251

4945

--

5051

-46

5251

5149

PSAT

- W

ritin

g46

4746

48-

4942

5044

45-

-50

47-

4951

5050

46

PSAT

- Te

sts:

101

156

3960

-3

1410

2954

--

36

-2

911

710

SAT T

otal

1600

* - SA

T Tot

al 16

00*

1064

997

1086

1005

-10

7510

1997

010

5897

4-

-11

3593

699

095

011

3910

5098

910

79

SAT T

otal

1600

* - C

ritica

l Rea

ding

513

494

529

498

-52

346

445

550

948

9-

-59

545

437

046

057

353

048

653

7

SAT T

otal

1600

* - M

ath

551

503

558

507

-55

355

551

554

948

5-

-54

048

162

049

056

652

050

354

1

SAT T

otal

1600

* - Te

sts:

7713

228

52-

413

1019

42-

-2

71

27

87

7

SAT T

otal

2400

** -

SAT T

otal

2400

**15

5314

9515

9715

19-

1558

1460

1416

1550

1455

--

1675

1431

1330

1470

1669

1568

1441

1614

SAT T

otal

2400

** -

Criti

cal R

eadi

ng51

349

452

949

8-

523

464

455

509

489

--

595

454

370

460

573

530

486

537

SAT T

otal

2400

** -

Mat

h55

150

355

850

7-

553

555

515

549

485

--

540

481

620

490

566

520

503

541

SAT T

otal

2400

** -

Writ

ing

489

498

510

514

-48

344

144

649

248

1-

-54

049

634

052

053

051

845

353

6

SAT T

otal

2400

** -

Test

s:77

132

2852

-4

1310

1942

--

27

12

78

77

ACT T

otal

- ACT

Tota

l22

2224

23-

2222

2221

20-

-26

22-

2023

2321

24

ACT T

otal

- Eng

lish

2122

2322

-21

1823

2020

--

2723

-21

2121

2025

ACT T

otal

- Mat

h24

2225

23-

2325

2324

20-

-24

22-

2226

2322

23

ACT T

otal

- Rea

ding

2223

2424

-23

1921

1922

--

2621

-20

2124

2225

ACT T

otal

- Scie

nce

2322

2423

-22

2522

2120

--

2519

-20

2224

2021

ACT T

otal

- Tes

ts:

5398

2237

-3

57

1430

--

25

-2

47

67

This

ch

art

eval

uat

es t

he

dem

ogr

aph

ics

by

mal

e an

d f

emal

e o

n P

SAT,

SA

T an

d A

CT.

2015



2

Outcome # % # % # %

2 Yr College 505 49% 276 54% 250 47.30%

2 Yr College (Unspecified) 1 0.10% 0 0% 1 0.20%

4 Yr College 386 37.40% 186 36.40% 174 33%

4 Yr College (Unspecified) 1 0.10% 1 0.20% 1 0.20%

Apprenticeship Program 3 0.30% 0 0% 1 0.20%

Career Education 11 1.10% 4 0.80% 2 0.40%

College Prep School 0 0% 0 0% 0 0%

Dropped-out 0 0% 0 0% 0 0%

Employed 14 1.40% 3 0.60% 5 0.90%

Military 33 3.20% 16 3.10% 21 4%

Non-U.S. College 1 0.10% 0 0% 3 0.60%

Non-U.S. College (Unspecified) 3 0.30% 1 0.20% 0 0%

Other 7 0.70% 4 0.80% 1 0.20%

Other Schools 4 0.40% 2 0.40% 3 0.60%

Undecided/No Plans 0 0% 0 0% 0 0%

Unknown 59 5.70% 16 3.10% 64 12.10%

Year Off 3 0.30% 2 0.40% 2 0.40%

2015 2014 2013

The vast majority of JEHS students self-report that they will attend a 2 or 4 year college directly after high school. The other two groups of a significant percentage were military and unknown. JEHS seniors self-report they will attend a 2 or 4 year college directly after high school:

2013-80.3%

2014-90.4%

2015-86.4%

These amounts are for the amount of money in scholarships offered to students. Not all scholarships are accepted by the students.



3

California State Testing (CST)

9th grade ELA

2012-13

2011-12 2010-11



4

10th grade ELA

2012-13 2011-12 2010-11



5

11th grade ELA

2012-13 2011-12 2010-11



6

Algebra

2012-13 2011-12 2010-11



7

Geometry

2012-13

2011-12 2010-11



8

Advanced Algebra

2012-13

2011-12 2010-11



9

Summative Math

2012-13 2011-12 2010-11



0

Biology

2012-13 2011-12 2010-11



1

Chemistry

2012-13 2011-12

2010-11



2

Earth Science

2012-13 2011-12 2010-11



3

US History

2012-13 2011-12 2010-11



4

In reviewing CST scores for 2010-11, 2011-12, and 2012-13 there were data points that

emerged by evaluating the three year span for the percentage of students scoring

proficient or advanced:

o 9th grade ELA rose 9%. o 10th grade ELA rose 2%. o 11th grade ELA rose 5%. o Algebra dropped 2%. o Geometry dropped 1%. o Advanced Algebra dropped 25%. This was the most significant change of all CST

exams. o Summative Math rose 1%. o Biology rose 3%. o Chemistry dropped 16%. This was the second most significant change of all CST

exams. o Earth Science rose 2%. o US History rose 2%.

Of the CST exams, there were 7 that increased by an average of 3.4%. There were 4 that decreased by an average of 11%. The areas of focus that arose from these data points were Advanced Algebra and Chemistry.



5

CAASPP

In both graphs for ELA and Math, the percent represents students that met or exceeded standard in the performance bands. The colored bars are other comprehensive high schools in Modesto City Schools. The grayscale are the state, county and District averages. In both charts the horizontal dashed red line represents the overall state average.

ELA: In ELA, JEHS was the highest in the District and above county and state averages overall. Three other schools in the District were above state average.

Math: In Math, JEHS was the highest in the District and above county and state averages overall. JEHS was the only school in the District above the state average with one other site being equal to the state average.



6

Of the states that chose to go into the SBAC consortium, nine of those states released their assessment results. Below are results for 11th grade results for comparison (see below).



7

The gold bars represent JEHS and the blue line is the state average in those comparative

subgroups. White dots are where the state average is below the JEHS average, the black

dots are where they are equal and the red dots are where the state average is above

JEHS average in the comparative subgroups. The red line in is the statewide average of all

students assessed.



8

In taking the last three year 100 similar schools reports available (2012, 2011 and 2010), we found there were 19 other schools that were on all three 100 similar schools list with JEHS. We used this data to compare CAASPP scores in relation to schools that are similar to JEHS outside of our District. Below are comparisons of the 20 similar schools in: the last API available that uses average of the last 3 years, ELA CAASPP and Math CAASPP results. Looking at API, JEHS was the third highest. However, when evaluating ELA, JEHS dropped to 5th and in Math dropped to 9th. Thus, we have determined that Math is a major area for growth for JEHS (see graphs below).

In evaluating the 8 similar schools that outperformed JEHS in Math, we have developed a

plan to research those schools. We will investigate the following items:

o Are your math classes, traditional or integrated?

o What Curriculum/Textbook do you use in your math classes?

o Do you have common assessments and/or benchmarks in the Math department?

o Do you have common instructional strategies and/or practices used in the Math

department?

o Did you change the types of questions on the Benchmark or department assessments

with the implementation of New California State Standards?

o How many years of Math do you require for graduation?

o Do you offer Math to general education students below Algebra 1, Integrated 1, or SM1

level?

o What do you contribute your success to in Math?



9



0

In both graphs, the colored bars are JEHS and the grayscale are the state in the CAASPP claims in ELA and Math.

ELA: In all four claims, JEHS scored much lower in the below standard compared to the state and higher in the above standard compared to the state.

Math: In all three claims, JEHS is significantly less in students performing below standard compared to the state. However, the students performing above standard is almost the same (in one claim actually less) than the state. Math is an area JEHS needs to focus moving students from at standard to above standard.



1

Student Discipline

Ethnicity 2012-13 Suspensions

2013-14 Suspensions

2014-15 Suspensions

Overall 4.32% 4.23% 4.29%

American Indian 8.33% 0% 0%

Asian 3.42% 1.82% 2.54%

Pacific Islander 4.35% 0% 9.09%

Filipino 1.41% 1.37% 1.41%

Hispanic or Latino 4.85% 4.35% 5.23%

Black or African American 5.10% 6.62% 5.13%

White (Not Hispanic) 3.91% 3.62% 4.03%

Special Education 11.34% 12.02% 11.54%

The Modesto City Schools Student Code of Conduct outlines the disciplinary procedures for student suspensions and expulsions.

Within the schools’ significant population, the discipline data shows a disproportionate number of Special Education students being suspended. This has been a focus in the supervision office for three years; however, we have not made progress in reducing the percentage. This will continue to be a focus area for JEHS.

Year Referrals In School

Suspension/ Intervention

Violent Offence Drugs/Alcohol Fights Suspension Suspension Days Expulsion

2011-12 6,590 791 12 43 58 217 689 1

2012-13 4,909 525 9 25 44 122 404 4

2013-14 3,995 672 6 28 17 128 395 4

2014-15 5,673 1,150 8 25 24 148 448 0



2

A description of each club will be made available upon request. All constitutions are stored in the Student Body Office.

Student Participation in Extra-Curricular Activities

JEHS has a significant number of students involved in extra curricular activities. Below is a list for 2014-15.

CLUB NAMES # of MembersAcademic Decathlon Club (ACADEC) 11

Anime & Manga Club 109

Asian Pop Club 18

Black Student Union Club (BSU) 18

Book Club 16

California Scholarship Federation Club (CSF) 242

Champions United Club 16

Choir Club 17

Class of 2015

Class of 2016

Class of 2017

Class of 2018

Creature Club 12

Dance Club 41

Drama Club 27

Eagle's for Christ Club 24

Environmental Club 29

Fashion Club 57

Forensic Biotech Club 37

Future Business Leaders of America (FBLA) 109

Future Farmers of America (FFA) 627

Future Homemakers of America (FHA-Hero) Club 17

Graphic Arts Club 8

Gay Straight Alliance Club (GSA) 16

Hispanic Youth Leadership Council (HYLC) Club 53

History Club 42

Indian Student Association Club (ISA) 19

Italian-American Club 40

Key Club 35

Kind Gestures Club 13

Leadership/ASB Club 67

Link Crew Club 85

Math Club 58

Mock Trial Club 45

Mural Art Club 13

Newspaper Club 25

Peer Resource Club 38

People of Power (P.O.P.) 25

PHAST Club 24

Photography Club 10

PURA VIDA Club 122

Recess Club 15

Renaissance Club 21

Science Bowl Club 18

Speech & Debate Club 31

Teens Run Modesto Club 18

Video Arts Club 20

Way Cool Algebra Club 11

Writing Club 25

Yearbook Club 21

You Matter Club 22



3

JEHS has several student athletes. Some students play one sport, where others may play up to four sports in one year.

Over the last three years we have about 80 fewer student athletes (dropping from 970 to 888). The vast majority of this change is in three sports: track, softball and wrestling. All three have had a coaching change in this period of time. All other sports remain fairly

consistent.

In 2015, JEHS won the state championship in Girls Team Wrestling and had a female student win the State Championship in her weight class with two others placing 3rd. This was JEHS’ fist State Championship in any sport. (Read Article)

Student Participation in Sports

l

Boys Girls Boys Girls Boys Girls Boys Girls

Spiritleading 0 11 0 11 0 9 0 9

Spiritleading 0 11 0 11 0 9 0 9

Football 46 35 25 28

Volleyball 0 17 0 12 0 5 0 5

Cross Country 10 3 8 5 2 5 8 5

Tennis 6 7 3 8 7 5 5 8

Water Polo 5 7 6 10 8 4 7 7

Basketball 17 13 19 9 6 5 8 2

Softball 0 24 0 10 0 6 0 3

Baseball 20 0 11 0 10 0 13 0

Wrestling 18 1 17 0 9 0 9 0

Soccer 18 12 7 20 8 6 6 5

Track 24 14 20 9 20 6 15 7

Swimming 6 22 7 22 10 21 18 17

Golf 1 4 2 3 2 5 1 0


Spiritleading 0 11 0 11 0 10 0 10

Spiritleading 0 10 0 11 0 10 0 10

Football 59 0 36 0 26 0 25 0

Volleyball 0 16 0 12 0 7 0 11

Cross Country 3 7 12 10 11 5 3 11

Tennis 2 4 7 10 4 8 5 4

Water Polo 5 5 6 7 5 8 5 1

Basketball 15 13 17 11 10 5 3 4

Softball 0 7 0 13 0 6 0 4

Baseball 18 0 19 0 6 0 12 0

Wrestling 16 2 9 1 6 0 2 0

Soccer 9 13 16 12 6 15 4 5

Track 17 12 17 18 17 8 10 18

Swimming 14 20 7 22 4 25 11 16

Golf 2 3 1 4 2 2 2 1


Spiritleading 0 11 0 12 0 10 0 10

Spiritleading 0 10 0 12 0 10 0 10

Football 51 0 34 0 30 0 21 0

Volleyball 0 13 0 12 0 8 0 5

Cross Country 5 3 7 8 11 15 7 10

Tennis 3 3 2 5 11 11 1 5

Water Polo 6 9 8 9 4 7 2 5

Basketball 14 14 13 10 9 5 5 6

Softball 0 4 0 11 0 6 0 7

Baseball 17 0 19 0 13 0 7 0

Wrestling 11 5 6 3 8 1 6 0

Soccer 13 9 7 16 14 8 6 7

Track 7 3 6 9 11 8 4 4

Swimming 10 27 14 27 5 20 5 12

Golf 1 0 3 4 2 6 2 2

2012-2013

2013-2014

2014-2015

9th GR 10th GR 11th GR 12th GR



http://www.modbee.com/sports/high-school/article13676528.html



4

Staffing

Certificated Staff

African-

American Asian Hispanic White Female Male Total

2014-15 2 6 13 88 56 53 109

The number of staff members at Enochs high in the Fall of 2015 was 109 Certificated and 68

Classified.

Teacher Experience Information

2012-13 2013-14 2014-15

JEHS District JEHS District JEHS District

Average Years of Service 13 15 14 15 11 12

Average Years in District 10 12 11 13 6 9

Number of First Year Staff 5 40 4 28 13 119

Number of Second Year Staff 1 8 4 44 2 20

Education Level of Certificated Staff

Doctorate Master’s

(+30) Master’s

Bachelor’s (+30)

Bachelor Total Staff

2012-13 1 19 0 74 10 104

2013-14 1 23 1 74 4 103

2014-15 1 22 0 68 8 99

All Enochs teachers meet the highly qualified No Child Left Behind Requirement.

On average, the Enochs staff has fewer years of teaching experience than the District and state average.

Support Staff

Counselors 5

Library Media Teacher 1

Other Library Staff 1

Work Experience Coordinator 100%

Psychologist 100%

Nurse 80%

Health Clerk 1

Instructional Assistants 18



5



6

Chapter 2: Progress Report Significant Developments Changes in Administration and Teaching Staff Significant changes in site administration have occurred since 2010.The previous principal, Michael Coats, accepted a District position as Director of Educational Services, 7-12. The new Principal, Deborah Rowe, took charge of JEHS in July 2012. She previously served as Assistant Principal for Student Supervision for Enochs from 2007 – 2011. She has been well-received by staff and students and has implemented the Professional Learning Communities (PLC) collaboration for all certificated staff. Mrs. Rowe has also dramatically increased interventions for students who are struggling academically or emotionally. In addition to the change at the principal level, there has been at least one new co-administrator every year since the last full WASC study. Currently, administrators meet weekly in cabinet to discuss and review current practice, schoolwide information and progress on all tasks. She also meets individually with administrators to provide positive, unified leadership on campus. The teaching population has remained consistent with relatively few teacher changes each year. Since the last WASC visit, three teachers retired, three moved to administrator positions within the District, and four moved to other school sites. Five teachers were hired outside of our district or transferred from another school site within our district to accommodate staffing needs. In addition to site changes, Modesto City Schools District Office was reorganized. New Superintendent Pamela Able was approved by the board in 2011, personnel changes occurred for Associate Superintendents, Directors and various organizational shifts were implemented. The district changes provided a new focus on communication, collaboration and celebration. The District has provided ongoing professional development for Professional Learning Communities and the New California State Standards since the 2012-13 school year. Department Leaders Beginning in the fall of 2010, paid department leader positions were eliminated due to budgetary constraints. Departments were encouraged to send voluntary representative to Site Leadership Meetings to share and receive information. In the absence of paid department leaders, department leadership and cohesion suffered. Paid department/instructional team leader positions were reinstated in the fall of 2012. Teachers and administrators are feeling the positive effects of having paid departmental teacher leaders. The Site Leadership team consisting of administrators, department chairs and PLC leaders meet on the first Monday of every month. Academic and Student Demographics The AP program is a major focus at JEHS. JEHS has the largest AP program in the District and also the highest achieving program (as per number and percent of tests taken, as well as number and percent passed). However, we are continuously looking at growing and improving the AP program at JEHS. In the 2015-16 school year 24.3% of our students were enrolled in AP classes and the number of AP classes offered increased. Currently, there are 30 AP classes covering 14



7

different subjects, with plans to open a 15th subject for the 2016-17 school year (AP Environmental Science). JEHS offers four pathway programs: Cinema and Graphic Arts, Employment Opportunities, Forensic/Biotechnology Academy, and Pre-Vet Science. All four pathways offer a four-year sequence of courses that lead students towards job preparation and college admission. At the end of the 2015-16 school year Enochs will have only one foreign language program (Spanish). Previously JEHS had a full French program, however due to various unforeseen circumstances the program dwindled. Work must be done to acquire a new language program. JEHS has had consistent enrollment since 2008 and has the second-highest enrollment in the District. A recent demographic trend observed is African American and Caucasian subgroups have significantly decreased since 2010, while Hispanic and two or more races subgroups have significantly increased. There has been a 50% decrease in the number of English Language Students at JEHS in the last five years. However, JEHS has experiences a steady increase in the percentage of students on free-and-reduced lunch since the school opened, currently the percentage has more than doubled from 20% to 42%. Teacher Collaboration Time In the fall of 2010, Modesto City Schools added 20 late start teacher collaboration days to the school calendar. On designated dates, teachers reported from 8-9 AM in collaborative teams with students reporting to school at 9AM. During collaboration time, teachers participated in structured activities designed to increase collegial discussions and improve instruction. Late start collaboration days were negotiated out of the school calendar for fall of 2011. Teacher collaboration time is highly valued and is a priority for JEHS. The master schedule has built in collaboration time for Forensics/Biotech Academy in the form of a common preparation period. Common prep time provides opportunities for teachers to collaborate on curriculum, plan field trips or guest speakers. Teachers in various departments also have the opportunity for coordinated collaboration time in District committees to revise standardized benchmark exams, and to develop lessons and projects that support critical thinking and learning. On site teacher collaboration time was resumed in 2013 through contract negotiations. Enochs teachers participated in 20 after school collaboration days on Wednesdays throughout the year in 2013-14 and 2014-15. This year the School Calendar was not approved until mid-September, which has impacted the amount of collaboration days. We are also in negotiations at this time (as of mid-December, there is still no contract), but anticipate fewer collaboration days for the remainder of the 2015-16 school year. Instructional Teams/ Professional Learning Communities New in 2012 was the creation of instructional teams at JEHS. Instructional teams are professional learning communities of educators who meet regularly to discuss goals, enact tasks and share the progress of the team’s goals. Teams are created annually by faculty input and administrative placement. Teachers have choices as to which team they participate on and also to select



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leaders that represent their teams. Instructional team meetings occur monthly during faculty meetings where time is provide to collaboration, discussion and work on SMART goals. Team focus areas include: Assessment and Evaluation, Curriculum, Instruction, Professional Development, and School Culture and Support. Instructional team leaders and Department leaders serve with administrators as the school’s Site Leadership team. There is also a PLC leader who manages the living document of the WASC Action Plan and another teacher who serves as the WASC Coordinator. Technology Changes Modesto City Schools upgraded the District’s student information system program from Sasi to PowerSchool in the spring of 2010. The web-based program has provided teachers the opportunity to enter and manage grades from any Internet location. In addition, parents and students have access to student progress via the Internet. Online grading has increased communication between teachers and parents and has been well-received. With the addition of PowerSchool, student balloting and course selection has moved away from paper and pencil course request forms to an online system in which students use the computer to select classes. Students have access to video tutorials explaining the process and an electronic course information guide that assists them in selecting courses which meet graduation and college entrance requirements. Counselors follow up with students one-on-one to review their course selections, review progress toward graduation and college entrance requirements, and answer student questions. In the spring of 2012, Modesto City Schools transitioned to SchoolCity as the District’s assessment management, analysis and reporting system. Training was provided to administrators and clerical staff in the summer of 2012. JEHS teachers also participated in a voluntary training in the fall of 2012 to introduce various assessment reports for analyzing benchmark and CST data. There continues to be a need to provide more in-depth training to teachers on SchoolCity to expand their knowledge of available reports, test creation with standards aligned item banks, rapid response formative assessments and in-classroom scanning options. JEHS classroom technology was some of the oldest in the District as technology had not been replaced since the school opened. Most teacher computers were purchased the year the school opened and had operating systems that would no longer be supported by Microsoft beginning in 2014. Starting in the 2014-15 school year, the Instructional Technology department for MCS inventoried all available computers at each site to determine a replacement plan. During the summer of 2015, a major technology overhaul began. The principal worked with the District’s Information and Technology department to refine a plan for replacing computers to support classroom instruction and the future Smarter Balanced Assessment Consortium (SBAC now CAASPP) assessments. In the spring of 2014-15, five teacher leaders and administration were provided the opportunity to pilot the use of Microsoft Surface Pros, and the following semester 35 teachers at Enochs were provided the same new technology. The MCS IT department now has a 3-year technology plan which includes the



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following changes: upgrading the District and schools’ websites, upgrading the infrastructure by ensuring all District network pathways will proficiently support wifi in every classroom, 1:1 student device pilot for all high schools in 2016-17, 1:1 student device for all students in 2017-18 and a yearly review for computer replacement needs. There is ongoing training and support for teachers on the new devices and applications they support. The principal budgeted additional money for ongoing technology issues in classrooms and labs until LCAP was introduced in 2014-15. In 2010, due to a limited budget, Enochs had to cut the position of a computer/media clerk who provided basic assistance in troubleshooting and maintaining technology issues. Computer-related service calls were handled through the District’s Help Desk which often increased the time for service and repair. In 2013, Modesto City Schools hired enough computer technicians to accommodate one for every two high schools in the District. Generally there are 80-100 calls for technology repairs or fixes at JEHS every month, and the technician works hard to complete all jobs and is mostly successful. School Budget Changes Decreased state and federal funding resulted in increased class sizes, increased student-to-counselor ratios, decreased instructional time in the form of teacher furlough days and loss of department leaders. In the 2013-14 school year, we had an increase in our categorical funds. The increase provided JEHS with an EL counselor three days per week, increased collaboration time for teachers, two days of mental health support using an on-site Center for Human Services counselor and funding for a freshman emotional awareness program called Point Break. The LCFF and LCAP process began in 2014-15 and changed how school budgets were delineated. While Enochs lost categorical funding, we gained LCAP funds in the following areas:

14-15: CAHSEE $ 5,000.00 CAREER DECISIONS $ 1,000.00 MULTILINGUAL PROFICIENCY $ 500.00 PARENT PARTICIPATION $ 1,000.00 PROJECT BASED LEARNING $ 10,000.00 RESOURCE INTERVENTION $ 1,200.00 STEM/STEAM $ 10,000.00 TRANSPORTATION $ 7,000.00 VAPA $ 11,905.00 TOTAL FOR 14-15 $ 47,605.00

15-16: ATHLETICS $ 10,000.00 CAHSEE $ 5,000.00 CAREER DECISIONS $ 1,000.00 GUIDANCE & COUNSELING $ 10,000.00 INSTRUMENT REPAIR $ 10,000.00 MULTILINGUAL PROFICIENCY $ 500.00

NGSS SCIENCE/MATH MANIPULATIVES $ 5,300.00

PARENT PARTICIPATION $ 1,000.00



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POSITIVE BEHAVIOR $ 11,885.00 PROJECT BASED LEARNING $ 10,000.00 RESOURCE INTERVENTION $ 1,200.00 STAFF DEVELOPMENT IN HOUSE $ 5,000.00 STEM/STEAM $ 10,000.00 STUDENT INCENTIVES $ 4,500.00 TRANSPORTATION $ 7,000.00 VAPA $ 11,885.00 VOCATIONAL EDUCATION $ 5,500.00 TOTAL FOR 15-16 $ 109,770.00

Increased Supports for Students As budgets in the state decreased, so did the number of school counselors. Thus, their student caseloads increased. In light of these changes, Enochs added intervention support and awareness programs. Starting in 2012-13, every classroom contained a Student Needs Poster that helped students and teachers identify a person and/or office to contact when assistance was needed. Site categorical funds provided a Student Assistance Specialist one day per week to assist students who have a need for short-term personal or substance abuse counseling. Administration and faculty held small group meetings for underperforming freshman who were failing one or more classes as a means of providing education and support. Meetings helped students better understand the high school credit system, graduation requirements, access to tutoring, how to log into PowerSchool and the importance of completing assigned work. Parents were informed of the small group meetings and invited to meet with a counselor for more information and assistance. Point Break and Challenge Day programs were implemented in 2012-13 for the freshmen class. Both programs provided meaningful learning for students to help break down barriers and connect students with one another for a more positive and meaningful school experience. The Enochs School Site Council voted to increase these programs in 2013-14 in order to allow the entire freshmen class to participate. Enochs added a Peer Resource Program to assist students in 2014-15. The program was designed by two teachers and utilizes Enochs students as conflict resolution managers to assist their peers with personal, social and/or school-related issues. The Enochs Renaissance program was revitalized in 2012-13 with a focus on increasing academic performance in school. Grade point average criteria determine levels of recognition and incentives. 1668 students were recognized based on 1st semester grades: 278 for having a grade point average above 3.5, 874 for having a grade point average above 3.0 and 516 for having perfect attendance. Currently the Renaissance program has been revamped to match the new mission and vision under the School Culture PLC and is called Enochs Culture. During the 2012-13 school year, a plan was developed to create a single location for students to find support on campus to help remove barriers to their learning. After attending a Positive



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Behavior Intervention Support (PBIS) training, a team was developed and included administrative, certificated and classified staff. Extensive research on best practices for mental health in schools was completed and it was determined that Enochs would follow the model from the School Mental Health Project, UCLA. Preliminary data gathered was used to determine specific areas of focus and to identify risk factors that drove the planning process. As the planning year came to an end, the following had been developed: the name of the office; The Enochs Care Center (ECC), a budget was secured, office space was determined and secured, ECC signage was installed around campus, procedures were developed, and an initial visit to see the Healthy Start Center at Stagg High School in Stockton. The plan and the UCLA framework was communicated to the District director, all administration and SLT members. The second year (2013-14) was the first year of implementation for the Enochs Care Center. Over the summer, we were able to hire applicable staff (clerical, additional SAS days, and counselor supervisor with interns) and enroll trained student Peer Assistants in each period of the day. To roll out the ECC to the Enochs staff, the Enochs Care Center was presented as a gift from the principal to all staff that would provide teachers and staff a safe place to send students who are in crisis or causing minor disruptions in their classrooms. To communicate the ECC message to all students, we provided trainings in the ECC during Student Orientation and Registration (SOAR) which occurred prior to the start of the school year. Training provided to staff included the following: Maslow’s Hierarchy/PBIS and UCLA framework and the referral process. A special team of educators was developed and identified as the ECC team. The ECC team included an administrator, psychologist, nurse, counselor and classified staff. Meetings were held weekly by the team to review student files and determine the best measure of support for the student, the team also worked to refine the ECC implementation. Anticipated outcomes measures were determined for the ECC by identifying measures or other indicators that would determine if the ECC was having the intended effects. Demographic data was gathered to identify gender, type of visit, socioeconomic status, EL students, Special Education students and other information. A second visit to Healthy Start Center at Stagg High School, Stockton was provided for all new ECC staff. A planning team of teachers in the School Culture PLC ensured teachers had a voice in the ECC planning. The PLC identified factors through PBIS to weave into the fabric and culture of JEHS. Since the ECC showed initial success on the plan and structural implementation, the second year (2014-15) saw a few changes as we refined the office to become imbedded into the culture at JEHS. Expansion of services in the ECC included the nurse, health clerk and additional partnerships with community agencies. There was a third visit to the Healthy Start Center at Stagg High School, Stockton for nursing office staff and others. The Student Peer Assistant training and monitoring was developed more fully. The addition of a student lounge was realized with a beautiful student-designed and painted wall mural. Goals were monitored annually through the use of data regarding students served, discipline referral data, truancy data, disproportionality data, achievement data, parent involvement, and the Healthy Kids survey and We Survey.



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As we moved into year three (2015-16), we reviewed the successes, failures and potential forecasting to ensure the Enochs Care Center office had assimilated into the fabric of our culture. Data review continues and has been refined to evaluate discipline referrals more closely, and to include Log Entries in Power School. LCAP assisted in providing funds for our supervising counselor and additional days for our SAS who is now four days per week. In January of 2016 we are working with a local community agency to secure grant funds that will increase the reach the Enochs Care Center will have on students, families and the surrounding community. JEHS determined the need for a different type of support class. The previous support classes in Math and ELA were classes that attempted to address intensive intervention in those subject areas, focusing strictly on the content of those courses. In spring 2013, JEHS piloted a class called Success Skills. This class was designed to focus on intensive intervention for a portion of the class period, but there were other components interwoven into the curriculum. These components addressed skills such as note taking strategies, study habits, grade checks for accountability on a frequent basis, and involved Advanced Peer Tutors to utilize during small group instruction. The model is based on similar strategies that might be observed in a Resource period or an AVID elective class. The students that were selected were students who had several F’s and were not being successful. The initial pilot was deemed a success, with a majority of the students passing all their classes by the end of the second semester. The model was continued and opened up to more students. Currently the class is for freshmen who were not being successful in junior high/middle school. The model continues to be a success and several other schools in the District have switched their support classes to this strategy. We will continue to grow and try and improve the class while addressing all areas of freshmen who are failing. School Site Council JEHS School Site Council (SSC) was disbanded this year at the request of MCS due to the fact that JEHS no longer receives Title III funds. In the past years JEHS was allowed to participate in EIA/SCE funds and the requirement for input and agreement on these expenditures was SSC. School Calendar Beginning in the fall of 2011, the school calendar was negotiated to start earlier in the year allowing winter break to be a natural divide between semester one and semester two. This allowed coursework and final exams to be completed prior to a three week winter break. Students, parents and teachers find this earlier start to be favorable. School calendar changes also included furlough/student non-attendance days as well as the removal of staff development, in-service days prior to the start of the school year, and collaboration days. Media In the spring of 2012, Enochs endured a very difficult situation in which a teacher was found to be having an inappropriate relationship with a student. The situation garnered local, state and national media attention with the teacher and student appearing on several news and talk shows. The situation negatively impacted students and staff. It presented JEHS in a negative light, misrepresented teachers as being unprofessional and drew significant attention away from



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the instructional focus just weeks before STAR testing. Another concern, Social media has become an ever increasing challenge in all aspects of education, JEHS believes this is an area that needs to be addressed to prevent violence and other unidentified facets. Critical Areas for Follow-up/ Review School-wide Critical Areas for Follow-up Mid-term Review 2013

1. “Design clear rubrics to imbed in all content area assignments and assessments to show how the ESLRs are measured and demonstrated by all JEHS students.” Critical Area of Follow-up #1(ESLRs) as stated is no longer relevant in light of the New California State Standards and should be reviewed and revised to reflect emphasis on the skills a student must master to meet the College and Career Readiness Anchor Standards.

a. The work with the ESLRs began on the first day of school in 2006. ESLRs were posted in every classroom and teachers were finding a variety of different programs to allow goal attainment outlined in the ESLRs. It was determined in the 2010 WASC visit that a rubric should be developed to show how the ESLRs were measured and demonstrated by all JEHS students. A rubric was not created and the ESLR posters were removed and abandoned in 2013 after the critical area for follow up recommended doing so. However, the intended focus shift to College and Career Readiness Anchor Standards has yet to be fully developed.

2. “Continue work to identify common factors for low-achieving students to develop and implement a systematic and coherent approach to tracking student progress and then determining appropriate support and interventions.”

a. A Strategic intervention class called Success Skills was placed on the ballot for

eighth grade teachers to identify struggling freshmen for the following year. We

have placed 70 students into our Success Skills classes this semester (Semester 1,

2015-16) and 60% are passing all classes. Enochs makes allowance for more than

one Advanced Peer Tutor (APT) per teacher in Success Skills to account for the

small group needs of the class. APTs are strategically trained at the start of each

school year. Success Skills collaboration for instructors occurs during collaboration

days or on Fridays.

b. Grades are pulled quarterly to identify students who failed one or more classes.

In the first quarter of the 2015-16 school year, 513 students were failing one or

more classes. These students participated in Starfish counseling conferences

where counselors and leaders who provide strategic training on academic success

strategies. Breakout sessions include small group remediation planning and

transcript review.

c. To increase the opportunities for remediation, JEHS has increased the number of

classes offered outside of the normal school day in zero and eighth periods. At the

change of semesters, JEHS utilizes open seats in World Geography/World

Religions and Health to place students that have failed, which requires removing



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the individual student’s elective or adding a class outside of the normal school

day. JEHS also maintains enrollment in Extended Summer School during the

school year and in Summer School after the school year has completed.

d. Student incentives are used to celebrate students with no failing grades at the

semester mark. Students have participated in Day on the Green, ice cream socials

and other fun activities to celebrate academic achievement.

e. Strategic interventions for JEHS EL Students include priority class scheduling,

placement in support classes, small and large group interventions based on data,

student need and performance. The counseling department participated in a

book study on meeting the needs of high risk students. They have also held

English Learner parent advisory meetings on a quarterly basis in the evenings or

before school to cover topics such as college entrance, transition between grade

levels and credit recovery. The JEHS counseling staff continues to review EL and

RFEP student progress and provides support as needed throughout the school

year.

3. “Continue to expand the implementation of effective research-based instructional strategies and ensure the consistent application in all classrooms from AP to Pre-AP to CP and PAR.”

a. In order to address this critical area of follow-up, Enochs has begun to participate in site walkthroughs. Two times per year, one in the fall and one in the spring, Enochs facilitates formal walkthrough procedures created by MCS. We start by selecting six teachers to participate in the walkthrough with other site and District administrators. Teachers and administrators meet before school for direction and receive small group assignment. In this pre-meeting, the walkthrough process and protocol are reviewed, the areas that will be observed (instructional objective, instruction matching learning objective, evidence of student engagement, checking for understanding and Rigor/Relevance quadrant A, B, C or D). The groups then go into classrooms for 10 minutes observations. The instructional discussion occurs in the hallway and the administrator documents the agreed-upon findings of the team on the above areas. This is repeated for four periods during which each group travels to a total of twelve classrooms. With this protocol, the vast majority of the campus is observed. After the walkthroughs are complete, the entire group meets back to discuss findings. The protocol form is filled out electronically and the results are summarized in three categories: not-observed, attempted and established. The final conversation is guided by the protocol form to review the results and discussions of good instructional practices. The benefit to small groups is the rich conversations that transpire.

4. “Implement active student engagement strategies as one of the observable, school-wide instructional norms to ensure all students are demonstrating and mastering standards.”



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a. The District and site professional development have targeted active engagement strategies such as whiteboards, think/write/pair/share, increased discourse, cooperative learning, project based learning and other strategies.

b. Departments have all implemented close reading strategies. The English department provided a handout to other departments with a suggested approach to annotating/responding to an expository text. All departments are also working to get students to give textual evidence (whenever possible) and/or logical reasoning in essays/answers to questions.

5. “Ensure that all students are being held to high expectations of academic rigor in all course offerings.”

a. In reviewing the AP enrollment and AP assessment demographics based on ethnicity, JEHS found that it is disproportionate. This year we plan to use the AP potential report during balloting season to try to have the underrepresented student groups ballot for AP classes. We will also send the AP Potential report out the CP teachers to have conversations with these students in order to encourage them to ballot for AP classes. We are also looking into opening AP Environmental Science next school year, which we hope might appeal to some students that normally would not take an AP class.

b. Students at JEHS are balloted for all CP classes when they enroll as incoming freshmen unless an IEP or other intensive intervention is in place. These courses are board approved and have been through the process to be A-G approved. Students remain on this path unless there is a need for intervention or remediation due to not being successful in the CP sequence of classes.

c. As of this year, our twelfth grade CP level English is entirely made up of ERWC units (Expository Reading and Writing Curriculum that is set forth by the CSU system). The other three grades are teaching one ERWC unit per quarter.

School-wide Critical Areas for Follow-up Full Review 2010

1. “Design clear rubrics to imbed in all content area assignments and assessments to show how the ESLRs are measured and demonstrated by all JEHS students.”

a. The work with the ESLRs began on the first day of school in 2006. ESLRs were posted in every classroom and teachers were finding a variety of different programs to allow goal attainment outlined in the ESLRs. It was determined in the 2010 WASC visit that a rubric should be developed to show how the ESLRs were measured and demonstrated by all JEHS students. A rubric was not created and the ESLR posters were removed and abandon in 2013 after the critical area for follow up recommended doing so. However, the intended focus shift to College and Career Readiness Anchor Standards has yet to be fully developed.

2. “Structured collaboration, including cross-curricular opportunities and continued data analysis of formative assessments to drive decisions that focus on student learning and increasing instructional effectiveness.”

a. Districtwide collaboration process: Starting with the 2014-2015 school year, fifteen early release days were added to each site with no more than two per month for collaboration and District professional activities. The schedule of



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days will be mutually agreed to by District and the teachers union, MTA. Teachers are required to remain on site unless directed otherwise. Collaboration time includes discussion of effective instructional strategies, curriculum planning, lesson and assessment development, data analysis of formative assessment or items related to site goals. Planning for early release will be developed in consultation with the Site Leadership team. Collaboration meetings shall not exceed sixty minutes. One meeting per month will allow for fifteen minutes for MTA business.

b. Department/subject or grade level collaboration days are provided upon request via site and academy funds. The MCS District provides training to provide instructional effectiveness through: C-Tap, ICLE, ERWC, ToT, PBIS, Suspension Disproportionality Committee, assessments, google websites for teachers, classroom management, New California State Standards awareness, literacy, and active engagement strategies.

c. The PLCs provide teachers with a monthly opportunity to work with colleagues outside their disciplines in a collaborative effort to promote movements for the school’s overall well-being.

d. Cross-curricular projects have been and are being implemented, especially among pathway and academy teachers.

3. “Incorporate differentiated instructional practices into all classes in order to directly increase student learning and meet not only the needs of targeted subgroups –Hispanic/Latino, African-American, and SED, but all JEHS students.”

a. Beginning in the 2009-10 year, MCS, under corrective action F, implemented the District Adopted Instructional Program. This training provided an opportunity for the District-wide focus to be on classroom instruction successes and challenges. Training provided the opportunity for principals and assistants to become more proficient at identifying effective instruction. The process had to include a working partnership with all stakeholders to be successfully orchestrated. The Visitation Protocol, a tool developed to collect information on evidence-based instructional strategies, was developed with input from administration and teachers. Once administrators were standardized on the protocol, classroom visits were implemented with the training team at each high school.

b. Over the past six years DAIT has transformed into the District “walkthrough” process. It has grown and changed and now includes a push to become more teacher led, rather than District led in order to have the greatest impact on students. The walkthrough process is seen as a valuable tool for continuous school improvement. When the process is done effectively, walkthroughs can create a collaborative culture where all educators learn from one another. The site being visited may ask the walkthrough team to look for evidence of a specific practice the site is working on to assist the leadership team in determining next actions for improvement.

c. Given the New California State Standards, core departments have all implemented close reading strategies. The English department provided a handout to other departments with a suggested approach to



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annotating/responding to an expository text. All departments are also working to get students to give textual evidence (whenever possible) and/or logical reasoning in their essays/answers to questions.

4. “Increase support services for all students to maintain and expand the current positive climate and culture with increased student voice representative of all student groups.”

a. Enochs Care Center Implementation, see description above. b. Trained student peer conflict mediation started at Enochs in the 2013-2014

school year. At that time, we developed a club called Peer Resource. The main

purpose of this club was to recruit and train mature, conscientious students that

could become peer mediators for other students who were dealing with conflict

with other students. At that time, we were also training Link Crew leaders to

encourage and mentor underclassmen, especially focusing on freshmen. At the

end of 2013-14 year, these two different groups had a very similar purpose, and it

was decided to merge the two clubs to become one stronger organization. Now

we just have one club, Link Crew, and its 90+ membership hosts freshmen

orientation, conflict mediation and they do several events throughout the school

year to check in with freshmen and encourage them to participate in school

activities. We have found peer mentoring workshops for them to attend on a

weekly basis in order to learn conflict mediation strategies in order to better

assist other students to solve their conflicts.

c. Student senate was developed at the end of the 2014-2015 school year. The

program is in its first year of practice. The leadership teacher/activities director

had heard many times from students in the student body that they didn’t feel like

they had enough say in the major activities at the school. The student senate is

made up of about sixty students, one student representing each History class in

the school. The senator’s job is to come to senate meetings to get information

and report back to the class that he or she represents. We have also proposed

several theme ideas and sent them back with senators to take votes in their

classrooms. For the first time ever, the student body selected the homecoming

theme using this process.

d. Many teachers are using the Remind App. Students download the app and then

the teacher can use it as a medium to send out text messages to students’ cell

phones, including reminders, homework clarifications and other important

announcements.

e. In the 2014-2015 school year, a SOAR Tutoring Center was established in the

library after school. Certified teachers took turns working in there, assisting

students with homework and supervising the tutoring session. This year, the

format was changed. Enochs has established zero and eighth period Tutorial

classes with Advanced Peer Tutors on hand. The class is available for students to

enroll or drop in as necessary.



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f. JEHS offers a wide variety of clubs, including a variety of equal access

organizations.



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Specific Areas for Growth Identified in 2010 under each Subheading of Chapter 4 A. Vision, Leadership, and Resources

1. A consistent review and measurement of the ESLRs that coordinates with the SPSA, individual department and course goals.

2. Structured collaboration, including cross-curricular opportunities and continued data analysis to drive decisions that focus on student learning and increasing instructional effectiveness.

3. Professional development that meets staff needs in advanced technology, differentiated learning and student achievement.

B. Standards-Based Student Learning: Curriculum 1. Additional, regularly scheduled time for teacher collaboration. 2. Continued development and utilization of EduSoft as a resource. 3. Continued refinement of benchmark exams with alignment to the CSTs. 4. Access to online grade reporting for students and parents. 5. Continued focus on academic improvement for student subgroups. 6. Continued focus on alignment among the Modesto City Schools Strategic Plan, the

JEHS Vision Statement and the ESLRs. 7. Tracking system of college/career choices of JEHS graduates.

C. Standards-Based Student Learning: Instruction 1. Increase instructional support structure to all students who have not successfully

completed algebra. 2. Raise the reading level of 9th grade students across the curriculum utilizing research

based instructional strategies for literacy. 3. Increase the use of teacher websites to support student access to daily classroom

instruction, assignments and supplementary information on line. 4. Continue professional development and collaboration on research-based

instructional practices to increase achievement for all students. D. Standards-Based Student Learning: Assessment and Accountability

1. Analysis of school data to show long-term trends as they emerge with year-to-year as well as cohort comparisons.

2. Clear rubrics to show how the ESLRs are measured and achieved by all JEHS students. 3. Additional scheduled collaboration time to continue the analysis of data as it applies

to individual classrooms, benchmark tests and common lessons. 4. Consistent and structured approach to disaggregate data of all subgroups and

systematically form goals and Action Plans, with regular review, to address areas of student need.

E. School Culture and Support for Student Personal and Academic Growth 1. Increased accessibility for students and parents to work with all counselors to include

social/emotional needs. 2. Mentoring opportunities for all students to maintain, create and increase student

voice that is representative of all student groups. 3. Structured opportunities for interdisciplinary communication and staff collaboration.



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Ongoing Follow-up Process The initial Action Plan was developed by a team of teachers after reviewing data prior to our WASC review six years ago. Each year the Action Plan has been revised to address any new concerns by adding new tasks or removing the tasks that have been completed or found to be unsuccessful. The Action Plan has been seen as a living document that guides the tasks administrators, teachers and support staff complete to remove barriers for all students and improve student achievement. Beginning in the 2014-15 school year, one of our teacher leadership positions was dedicated to review and update the WASC Action Plan every month. The leader worked through the Action Plan in various ways to ensure the document was an accurate representation of the work we were doing. For example, teachers who were unable to attend the regularly scheduled monthly faculty meeting would attend a make-up meeting and were given an assignment to bring evidence back to the WASC Action Plan leader regarding how we are completing a specific task from the Action Plan. The WASC Action Plan leader’s job is to continually review and revise the Action Plan as it relates to the evidence that is brought to them by the teachers who attended the make-up teacher meetings. Each year, this leader reviews and adjusts the tasks on each goal. Once per year we present the Action Plan to the faculty and staff for review. Since the teachers’ vote for the areas of Instructional Teams were closely aligned to the WASC groups in chapter 4, we used the distribution to assign the focus groups. Starting in fall 2014, the PLC groups began to analyze the prompts for their focus group. Continuing into 2015, the PLCs continued to meet to analyze the prompts to provide findings and evidence; included in this process were parent volunteers. In 2014, JEHS staff, students, parents and community members took a WE survey. This survey included questions related to areas of all focus groups (see survey results in the appendix). In fall of 2015, the District provided a release period for a WASC report self-study coordinator. Since then, the self-study coordinator combined information from the PLC focus groups to produce a single document for the staff to review prior to producing a final draft of the self-study. During several faculty meetings, there were gallery walks organized on the prompts from the self-study. The prompts were on the wall in the multi-purpose room and participants walked around and left feedback on the prompts with post-it notes. The information was then transcribed and imbedded into the narrative of the self-study. Administration, teachers, classified staff and parents were at these meetings. Critical Areas for Follow-up Not Currently Addressed

1. Design clear rubrics to imbed in all content area assignments and assessments to show how the ESLRs are measured and demonstrated by all JEHS students.

a. Abandoned due to a recommendation by the WASC visiting committee in 2013.



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Chapter 3: Overall Summary from Analysis of Profile Data and Progress The overall academic performance data at JEHS is strong in many areas. However, data reveals that freshmen and other subgroups need additional support to make a successful high school transitions. In reviewing the CAASPP data, JEHS is significantly lower in the student achievement in Math when compared to ELA. One challenge is students do not automatically progress to the next class in Math if they are not successful in previous class [i.e. if a student fails Secondary Math 1 (SM1), they do not move onto Secondary Math 2 (SM2) – they repeat SM1 and if successful move on to Secondary Math 2]. Due to this, a group of juniors are not exposed to Math standards and are assessed at Secondary Math 3 on the CAASPP. This is a change of concept from the previous CST testing where students were assessed based on the class in which they were enrolled.

The data shows that JEHS needs to improve student exposure to SM1 and SM2 to improve the scores on the CAASPP. When evaluating similar schools to JEHS, there were 8 other schools that performed higher in Math. A set of questions were developed to investigate these schools to see if there was a correlation between the student achievement and policies or procedures that are implemented (see page 38 for list of questions).

Furthermore, there is a significant discrepancy in certain subgroups (English Learners, Student with Disabilities and Socioeconomically Disadvantaged) at JEHS on student achievement measurements. The math department has recently collaborated with the two middle schools that feed JEHS and are working together with these school to determine the set of skills students may need remediation for prior to the start of their freshmen year at JEHS.

There has also been a steady increase in the percentage of students on free and reduced lunch since the 2006-07 school year and is currently more than double the initial starting point. JEHS has grown from 20% to 42% free and reduced lunch. Since JEHS is now 42% SED students, it is the largest significant subgroup and there is an achievement gap between these students and the schoolwide percentages on all assessments. Improving academic performance in this subgroup would have a major impact not only on this subgroup’s performance, but on schoolwide performance.

Special Education enrollment has remained fairly consistent since the last Self-Study Report; however, the EL enrollment has significantly decreased by 50%. While Special Education and EL Subgroups are a small percentage of the JEHS student population, the academic performance of these subgroups lags behind schoolwide academic performance. Special Education and EL students are subgroups that would benefit from specific targeted assistance (for more information see the Action Plans in Chapter 5).

Overall, the school identifies that teachers must continue to use and assimilate research-based instructional strategies, student support should be examined and modified as needed and



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effective use of data analysis must be employed to guide schoolwide improvement. In reviewing data on student progress towards graduation, there is a significant number of freshmen that fail one or more classes. This is an area of focus (for more information see the Action Plan in Ch. 5).

Research indicates that regular school attendance is related to higher student achievement, and Enochs attendance rate of 95% is a contributing factor to student achievement at JEHS which is below the District goal of 98%. When analyzing the data of chronic absenteeism (students absent more than 10% of days enrolled), JEHS has 13% of the student population that are chronically absent. When comparing the total number of absences, 27% of all absences were from the 13% of students who were chronically absent. This is an area of focus for JEHS (for additional information see the Action Plan in chapter 5).

JEHS has four pathways and the newest pathway is Employment Opportunities, which began after the last WASC Self-Study Report. Employment Opportunities is a pathway designed to give students a hands-on approach to learn employability skills which are applicable to all facets of life. This pathway prepares students for a successful future by having the opportunity to be placed in an internship for the purpose of building work history and often these prospects become paid jobs. The Employment Opportunities pathway is new at JEHS, however the teacher and program have been a part of MCS for 15 years.

When evaluating the AP enrollment compared to the schoolwide enrollment with ethnicities, we find there is a discrepancy in the Hispanic and African American subgroups. To note, there is an even larger discrepancy in the Hispanic and African American subgroups in evaluating the percent that took the AP test. Conversely, there over two times the AP enrollment in the Asian Subgroup compared to schoolwide enrollment, and an even larger percentage in students that took the AP test. The White subgroup is within 1% difference between the AP enrollment, schoolwide enrollment and students taking the AP test.



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Important Questions that were Raised by the Data

List important questions that have been raised by the analysis of the student performance,

demographic and perception data to be used by home and focus groups in their study.

1. How did our EL failure rate improve, and what are we doing to continue to

decrease the number of failing EL students?

2. How many of our independent study students are represented in the chronic absenteeism rate?

3. How do we know we are focused on the right tasks? 4. How are students being diagnosed a Special Ed?

5. Why are students still being socially promoted?

6. How do we give more support for the freshmen who are failing?

7. What can be done to promote better attendance by the students that are chronically absent?

8. What options are being offered zero/eighth period for credit recovery/remediation? Has there been an increase in course offerings?

9. How is G230 effecting student cohorts? 10. Perhaps earlier connections w/counselors would be beneficial, freshman need to

create a 4-year plan in first semester. 11. Look into providing a link between students who qualify and the Dept. of Rehab

Services for vocational training. 12. Is there any evidence that Math and Science departments are doing collaboration

and working on co-curricular projects? 13. How are we meeting the needs of the students who are struggling in “college

prep for all” courses? 14. To improve freshman failure rates – require mandatory eighth period for tutoring

for students with failing grades. 15. What are we doing to improve attendance outside of calling on SARB? 16. Do we have a true EL program? 17. Do we know any specific skills we need to work on according to CAASPP? 18. When comparing Math scores, how many of the other schools have implemented

similar curriculum with Integrated Math by year and only starting with freshman? 19. How can the school more effectively communicate to parents whose children are

failing? 20. Do we need more time to review data per department and make changes? 21. What is the relationship between failing freshman & absenteeism?



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Critical Learner Needs that Came out of the Data Critical Learner Needs

1. For all of EHS, decrease chronic absenteeism (students missing 10% or more of school) and

increase overall attendance rate. Our current rate of chronic absenteeism is 13% (goal is 3%), and

our current rate of attendance is 95.34% (goal is 98%). (SLO #1 & #2)

2. For EL students, decrease the failure rate (failing one or more class) by 20% (goal is to get from

48% to 28%) and increase the reclassification rate by 10% (goal is to get from 63% to 73%). (SLO

#1 & 2)

3. For freshmen, decrease the failure rate (failing one or more class in spring semester) by 10% (goal

is to get from 23% to 13%). (SLO #1 & #2)

Schoolwide Learner Outcomes: 1. Continuous academic improvement for every student and subgroup.

2. Successful transitions to college and/or career opportunities.

3. Promote a culture of continuous learning for all members of the educational community.



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Chapter 4

Category A: Vision and Purpose Criteria

Vision – Mission – Schoolwide Learner Outcomes Profile At JEHS, we envision a learning community that challenges and nurtures students by fostering a sense of shared mission and engaging them in a rigorous, coherent, standards-based curriculum. Our vision demands that we provide innovative instruction by accomplished practitioners whose commitment to learning and student achievement encourages students to become technologically adept, lifelong learners who are able to think independently and solve complex problems. Our vision presupposes a community in which academics, athletics, student activities and the arts contribute to student success. Our vision is rooted in the belief that staff and students alike must embrace the diversity of an increasingly complex world, foster mutual respect and create a secure environment that supports student success. The mission of Enochs High School is to develop successful students by providing top quality instruction within a safe, responsible, respectful culture.

Developed in 2006 using the first self-study process, stakeholders determined the following areas for continuous school growth, which have since become our Student Learner Outcomes.

1. Continuous academic improvement for every student and subgroup. 2. Successful transitions to college and/or career opportunities. 3. Promote a culture of continuous learning for all members of the educational

community. At Enochs, we evaluate our effectiveness by looking at and revising the Course Catalog, adhering to CP for all, fostering growth in our Forensics Biotech Academy, maintaining articulation with feeder schools, evaluating test scores to understand areas for improvement across the curricula (AP, benchmark, SAT/ACT, CAHSEE, CAASPP), maintaining articulation with Modesto Junior College (Anatomy, Veterinary Science), maintaining the Pre-Vet and Video Arts Pathway programs, and offering a variety of Work Experience (including marketing and business) based upon student and real world needs. We work on global competencies in our classes by encouraging students to do online research, come to conclusions based on data and formulate their own ideas. We monitor our instructional effectiveness by utilizing the District Walkthrough Data to get a snapshot of teachers’ implementation of cutting-edge teaching strategies, such as posted/announced objectives and checking for understanding (commonly referred to by staff as CFU). Additionally, the leadership team (consisting of all administrators and teacher leaders) has participated in leadership training with the Stanislaus County Office of Education (SCOE) and the Leverage Learning Group. In year one, the leadership team developed a plan of action to create schoolwide goals for PLCs. In year two, the leadership team read The Will to Lead, The Skills to Teach: Transforming Schools at Every Level, by Anthony Muhammad and Sharroky Hollie. This impacted our leadership strategies and lead to the formulation of our new mission statement. In year three, the leadership team attended professional development on leading adults with a



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focus on improving instruction and ultimately academic achievement through the use of Modesto City Schools’ District Norms for Instruction. A1. Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes The vision was created in 2006 and remained in its original state. To support a more relevant direction, the school leadership team met off campus three times per year in 2012-13, 2013-14 and 2014-15 to develop the school focus and revise school goals which included the mission and Schoolwide Learner Outcomes. To ensure the involvement of all stakeholders in the refinement of our school mission and learner outcomes, the Site Leadership team (administration, PLC leadership, department heads and WASC coordinator) meet once a month to address school concerns and increase communication. The Culture Team, along with the Site Leadership team and Culture PLC, developed a campaign designed to promote stakeholder buy-in to the new Positive Behavior Intervention Supports, known as Enochs Culture, for the 2015-2016 school year. Throughout the second semester of 2014-2015, members from the above mentioned teams developed excitement and intrigue for the new Enochs Culture. To roll out the new plan, a special staff meeting was organized to explain the new vision and mission statement for Enochs. Administrators, dressed in tuxedos, hand delivered a special invitation to all staff members. Once fully explained to all staff, the team worked on explaining the new vision and mission to students. On the first day of school, all staff wore a specially designed shirt that expressed the mission and students were greeted at the main gate by the Enochs Eagle tunnel, cheering staff and our band playing music. During second period, a video was played for all students that explained the new vision and mission. Information about the new mission was shared with various members of our school family including administrative cabinet, PLC teams and department teams. PLC members meet as a group monthly at staff meetings. Departments met one hour per month. The information was also shared with District staff including directors, associate superintendent and superintendent through individual meetings and the principal summit. Board members are kept apprised of school goals through the superintendent and cabinet. The community as a whole learned of the new mission and culture through print media, as the Modesto Bee provided a great article on the first day of school in the 2015-16 school year. Understanding of Vision, Mission and Schoolwide Learner Outcomes To communicate the vision and mission, multiple means were used. Staff were given a presentation during the May faculty meeting that detailed the behavior and academic matrixes. Students were greeted on the first day of school by teachers wearing a shirt with the mission and were shown a seven minute video detailing the mission, behavior and academic matrixes. Parents were also given information in the SOAR packet sent out during the summer and the video shown to students was posted to the Enochs website. Regular Review and Revision The process used for regular review and revision of the mission and Schoolwide Learner Outcomes is a collaborative effort. The Site Leadership team, PLC teams and department groups evaluate various data annually to determine the focus for the year, culminating at the principal



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summit. The principal summit is then shared with the superintendent’s cabinet as well as individually with each department on campus. A2. Governance Criterion The Modesto City Schools (MCS) Board of Education is made up of seven members. They are elected at large by voters who live within the Modesto City Schools High School District attendance area and serve four-year terms of office. Board members determine school District policy, authorize new programs and curricula, adopt budgets, approve staff employment, determine salary schedules and provide a unique and crucial link between the community and the school District. The MCS Board of Education meets in regular session once every three weeks at 6:00 p.m. in the Board Room of the Staff Development Center Building (425 Locust Street). Board meetings are streamed live as soon as the closed session has ended. All parents and others interested in public schools are encouraged to attend board meetings. Full agendas are available at the meeting or, on the Thursday afternoon before each meeting, in the Superintendent's Office at 426 Locust Street. In compliance with the Title VI of the Civil Rights Act, Limited English Proficient parents who need the assistance of an interpreter to participate in this meeting are encourage to contact the Superintendent's office for support. Part A: The Modesto City Schools school board has a governing structure, policies and bylaws that support the vision and purpose of Enochs. The Board meets once every three weeks and is made up of 7 members elected by the general public of Modesto. The Board monitors the Single Plan for Student Achievement. Part B: Board policies are reviewed and adapted on a regular basis, as well as by necessity. Communication occurs through our administrative staff, board highlights, minutes and previews. All policies are available through a digital format as well as binders that are available at every school site. Part C: The previous WASC report states that members communicate through formal job-alike meetings, such as principal meetings as needed. Associate superintendents oversee their areas to make sure the Action Plans are being executed. Enochs has a new focus that surrounds the concepts of Be Safe, Be Respectful and Be Responsible. Our new vision statement and mission now reflect this concept. It was created by the teachers, to be carried out by the teachers. Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes Under the new LCFF, Modesto City Schools is required to prepare an LCAP, which describes our intention of meeting annual goals for all students. Modesto City Schools’ Local Control and Accountability Plan (LCAP) must address the eight areas of state priorities.



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Governing Board’s Involvement in the Review and Refinement The process used for regular review and revision of the mission and Schoolwide Learner Outcomes is a collaborative effort. The Site Leadership team, PLC teams and department groups evaluate various data annually to determine the focus for the year, culminating at the principal summit. The principal summit is then shared with the superintendent’s cabinet as well as individually with each department on campus. As a non-Title 1 school within MCS, Enochs doesn’t write a single plan for student achievement. Instead we continue the work of utilizing WASC as a living document through our Action Plan. Understanding the Role of the Governing Board To gain input from a variety of stakeholders, Modesto City Schools held a number of LCFF/LCAP Workshops. District administrators presented the same information at each workshop. At each LCFF/LCAP Workshop, participants split into teams and addressed two questions: What skills and abilities do you want the students of Modesto City Schools to have at the time of their graduation? What services or programs do you believe are essential to accomplish these skills? MCS formed a Local Control and Accountability Plan (LCAP) Advisory Committee to obtain feedback on progress we made toward goals outlined in the 2014-2015 LCAP and recommendations for the 2015-2016 LCAP. The group was comprised of parents, employees and community members representing our ethnic and socioeconomic diversity, and the wide array of programs and services provided by the District (such as Honors/GATE programs, Special Education, Athletics, Visual and Performing Arts programs and Foster Youth services). The group met once a month from December through April. In addition to the LCAP Advisory Committee meetings, MCS held student-led meetings for students, parents and community members, and employees, as well as focus groups with Long Term English Learners and Foster Youth. The feedback from these meetings is available on the District website. Professional Staff and Governing Board The Board of Education is a legislative and judicial body and acts as a policy-forming organ for school control, organization and policy administration. Board policy 9240 brings to life the relationship and responsibilities of the professional staff and board. Most professionals have an understanding of the relationship with the board, which is made clear through the union communiqués and various board preview notifications. Board’s Evaluation/Monitoring Procedures Staff has the opportunity to participate in District LCAP committees to address District goals related to the eight state priorities. The LCAP is now in its second cycle of revision and was reviewed with all site administration in the summer prior to each of the past two school years. At Enochs this information was provided to the administrative team in the July cabinet, Site Leadership team in the August meetings, as well as with the entire faculty at the August meeting. Complaint and Conflict Resolution Procedures Modesto City Schools have Administrative Regulation 1312.3 outlining the District Policy on Uniform Complain Procedures. These Procedures shall be used to investigate and resolve complaints specified in BP 1312.3 The notice shall:



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1. Identify the person(s), position(s), or unit(s) responsible for receiving complaints. 2. Advise the complainant of any civil law remedies that may be available to him/her under

state or federal discrimination laws, if applicable. 3. Advise the complainant of the appeal process, including, if applicable, the complainant’s

right to take a complaint directly to the California Department of Education (CDE) or to pursue remedies before civil courts or other public agencies, such as the U.S. Department of Education’s Office for Civil Rights (OCR) in cases involving unlawful discrimination.

4. Include statements that: a. The District has the primary responsibility to ensure compliance with applicable

state and federal laws and regulations governing educational programs. b. The complaint review shall be completed within 60 calendar days from the date

of receipt of the complaint unless the complainant agrees in writing to an extension of the timeline.

c. A complaint alleging retaliation, unlawful discrimination, or bullying must be filed not later than six months from the date it occurred, or six months from the date the complainant first obtained knowledge of the facts of the alleged discrimination. The time for filing may be extended for up to 90 days by the Superintendent or designee for good cause upon written request by the complainant setting forth the reasons for the extension.

d. A student enrolled in a public school shall not be required to pay a fee for his/her participation in an educational activity that constitutes an integral fundamental part of the District’s educational program, including curricular and extracurricular activities.

e. The Board is required to adopt and annually update a Local Control and Accountability Plan (LCAP), in a manner that includes meaningful engagement of parents/guardians, students, and other stakeholders in the development and/or review of the LCAP.

f. The complainant has a right to appeal the District’s decision to the CDE by filing a written appeal within 15 calendar days of receiving the District’s decision.

g. The appeal to the CDE must include a copy of the complaint filed with the District and a copy of the District’s decision.

h. Copies of the District’s UCP are available free of charge.

A3. Leadership: Continuous Planning and Monitoring Criterion Broad-Based and Collaborative The process used for regular review and revision of the Action Plan is a collaborative effort. The Site Leadership team, PLC teams and department groups evaluate various data annually to determine the focus for the year, culminating at the principal summit. The principal summit is then shared with the superintendent’s cabinet as well as individually with each department on campus. As a non-Title 1 school within MCS, Enochs doesn’t write a single plan for student achievement. Instead we continue the work of utilizing WASC as a living document through our Action Plan.



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School Plan Correlated to Student Learning In 2014, JEHS was notified that because we are not a Title 1 school and do not receive Title funding, there is not a requirement for SPSA and SSC. Starting in 2015, the District started a new area to focus on for Parent involvement. Now the requirement is to have a Parent Involvement Plan that is adopted/edited each year by the Parent Involvement Plan Committee. Additionally, the school identifies a parent representative for the District LCAP meetings where they analyze, edit and further develop the District LCAP goals. Over the last three years, each site in the District presents at Principals Summit. At the Principal Summit, the Principal and Associate Principal present a prepared presentation to the Superintendent, Superintendent Cabinet, and all the Directors at the District level. The Summit PowerPoint addresses areas of success, areas for improvement, school focus and vision for the year, progress on previous year’s goals/Action Plan, and how the school is monitoring and utilizing components of the LCAP. The LCAP, Principals Summit and the school’s Action Plan are all aligned in the area of monitoring student achievement. Correlation of All Resources to the Schoolwide Learner Outcomes, the Single Plan for Student Achievement and the LCAP The LCAP funds have been used for the following purchases over the past two years: Visual and Performing Arts, STEM/STEAM, Positive Behavior Incentives, Athletics, Transportation, Career Decisions, Counseling, Instrument repair, Multilingual Proficiency Exam and Certificate, Math and Science Manipulatives, Parent Participation, Project Based Learning, Intervention Room Resources, Staff Development, Vocational Education (repair/replace). The school has several groups that contribute to school planning. These groups include administrators, teachers, support staff, parents, students and community members. Curriculum is based on student needs and focused on struggling learners. Review classes and programs to help catch up struggling learners have been created. Read 180 and Success Skills classes have been created, as well as after school tutoring programs. A new mission statement has been created to help create an environment that fosters both respect and responsibility on a campus where students feel safe, which allows for the greatest opportunity to learn. Our principal has made teachers aware of students that are struggling and to be aware of students that have two or more F’s. Staff Actions/Accountability to Support Learning The Professional Development PLC is currently working on peer-peer observations to improve instruction in the classroom. The Associate Principal meets one time per month with every new teacher and does an instructional walk. The Associate Principal takes the new teacher and visits classrooms for a short time frame, 5-10 minutes, in a variety of subject areas. The two then go into the hallway and discuss instruction (specifically instructional strategies they saw and would like to implement).



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EHS has made progress towards shared responsibility, but there is room for improvement in this area. EHS participates in District Walkthroughs two times per year. This is where 6 site teachers, District administrators, and administrators from other sites visit classrooms in small groups. These small groups utilize a walkthrough form that analyzes instructional areas: objective, content rigor, student engagement, and Rigor/Relevance Quadrants. The groups visit classrooms for 10 minutes and visit the majority of campus. After the walkthrough, the team meets to debrief the information and discuss the data. At the end of each District walkthrough there is an essential question that is either developed, enhanced or edited based on previous walkthroughs. This essential question is then brought to the SLT to discuss how EHS is to move forward in outlined areas. Our current essential question is: How can JEHS develop a culture and expectation for implementing instructional practices that increase structured student-talk and checking for understanding?

1. Hold a meeting to review the protocol utilizing the rubric 2. Put a deadline to the teacher lesson study for the leadership team 3. Teachers will share out their positive experience at the Feb. faculty meeting 4. Facilitate teacher led site walkthroughs

Teachers are provided with an initial training in the online APEX curriculum for all Summer School and Extended Summer School courses. As the District implements the use of Microsoft Surface Pro devices, an initial set up and an overview of the device is provided. The District offers optional trainings for staff to attend as they deem appropriate. Evaluation of Existing Processes For the past three years, the Site Leadership and administration teams use three full days of professional development off campus to regularly review the existing process and to ensure the Action Plan is focused on improving student achievement. Internal Communication and Planning There are many platforms for effectively sharing and communicating information at EHS. Internally, EHS faculty and staff are connected on District network servers and have individual Microsoft Outlook email accounts. Individual accounts are also linked into departmental and school-wide program and committee email groups, easing communication among involved staff members. EHS’ large school community utilizes the PowerSchool program to view student grades and attendance. The bulletin is compiled and read aloud two times per week over our public address system by student announcers. Additionally, it is emailed to the staff and a calendar of events is posted on the school website. Facebook and Twitter accounts are updated regularly with general information. Collaboration time is structured one to two times per month. Cabinet meetings are held on Monday mornings. Cabinet meetings include the administrative team, Head Custodian, Activities Director and the Administrative Assistant. Leadership team meetings convene every second Monday of a calendar month. The scheduled time for these particular meetings are



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invaluable for readying staff and our school site for upcoming events and to improve upon and share best practices. A written policy for resolving grievances is outlined by both certificated (MTA) and classified (CSCA) bargaining units that represent faculty and staff. We have on-site MTA and CSCA representatives within our school team that make themselves available should concerns arise. Our administrators have a known open-door policy for fielding concerns in a timely and fair manner. A more informal process of referring to departmental/program leaders then administrators assigned to respective curricular areas or school programs is often utilized if coworkers/colleagues cannot seek a resolution at our school site level. A4. Staff: Qualified and Professional Development Criterion Qualifications and Preparation of Staff /Staff Assignment and Preparation The Associate Principal ensures that all staff members are qualified for their responsibilities by working in cooperation with the HR department. Staff are hired with posted job descriptions. Upon review of applications, the HR department screens out any applicant that does not meet the minimum qualifications for the specific job. Based on these qualified applicants, the interview panel selects the top scoring candidate. After successful background checks performed by site administration, the candidate is then offered the job. Annually, the Associate Principal monitors the teachers’ credentials in relation to the subjects they are being assigned. An analysis is then performed by HR to determine if all teachers are highly qualified for their subject area and maintain a valid teaching credential. The Master Schedule is then built around the teachers’ qualifications. Defining and Understanding Practices/Relationships EHS has outlined and assigned the responsibilities and duties for administration and departments. The Principal, Associate Principal, Assistant Principals, Head Custodian, Activities Director and Athletic Director have clearly laid out supervisor roles as described in an organizational chart reviewed during pre-service. New teachers attend a new teacher training at the beginning of the year. This meeting covers the evaluation process, expectations, BTSA information and unique site procedures or policies. Counselors are assigned students alphabetically by students’ last names. Staff members are trained on procedures for students to visit counseling or for students to initiate a schedule change. Department representatives develop District pacing guides and benchmarks for subjects and grade levels. Teachers are required to complete a total of 16 hours o f adjunct supervision duties and sign up at the beginning of the school year. Meeting norms have been adopted and are reviewed by departments, instructional teams and the Site Leadership team. There is an established process and timeline to nominate, interview and elect department chairpersons. Staff is trained on procedures for substitutes, guest speakers, fieldtrips, fundraisers and emergencies.



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Support of Professional Development JEHS participates in continuous professional development through a variety of resources. Since funding has begun to be re-instated into PD over the last three years, JEHS teachers have attended District developed PD days prior to the start of school. These two days are subject and grade level specific concentrating on subject specific content. While receiving information back from the staff, they report that the PD is improving offerings in small groups and department/subject specific content. With the changes to AP curriculum, the teachers attend the AP Summer Institute training provided by College Board. Supervision and Evaluation Teacher supervision and evaluation procedures are set through the Modesto Teachers Association contract. In addition, the administration at Enochs walks through classrooms in a weekly rotation schedule to observe how the strategies we are focused on are working. The District also requires two official classroom walks to observe how students are learning by utilizing the MCS walkthrough protocol, a tool developed by teachers and administrators. The formal evaluation process is as follows: The District’s adopted employees’ evaluation procedures shall be for the purpose of improving instruction and to maintain professional standards. The process is based upon the “Continuum of Teacher Development,” which is aligned with the California Standards for the Teaching Profession (CSTP). The evaluation procedure shall evaluate and assess employees’ competency as it is reasonably related to 1) engaging and supporting all students in learning; 2) creating and maintaining an effective environment for student learning; 3) understanding and organizing subject matter for student learning; 4) planning instruction and designing learning experiences for all students; 5) assessing student learning; 6) developing as a professional educator. The evaluation and assessment of non-instructional employees’ competency shall reasonably relate to the fulfillment of their job responsibilities. The evaluation and assessment of instructional employee competence shall not include the use of publishers’ norms established by standardized tests. Instructional employee evaluations shall include evidence of pupils’ progress toward established standards based upon pre and post assessments. The measurement of student progress will be mutually agreed upon by the teacher and evaluator. Certificated non-instructional personnel shall be evaluated according to their job responsibilities. The progress of pupils toward the established standards of expected pupil achievement shall be included in the final evaluation, Form I, for instructional certificated employees. Each first and second year temporary and probationary employee (instructional) shall be responsible for a maximum of four (4) standards of student achievement (and related means of assessment and evidence to be provided) which are representative of major components of his/her instructional program. Permanent employees whose last evaluation was satisfactory shall be responsible for two (2) standards of student achievement. Assessment of fulfillment of job responsibilities for non-instructional certificated employees shall be included in the final evaluation, Form 1, for non-instructional certificated employees. Each employee (non-instructional) shall be responsible for a maximum of four (4) job responsibilities (and related means of assessment and evidence to be provided) which are representative of major



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components of his/her job description. Permanent employees (non-instructional) whose last evaluation was satisfactory shall be responsible for two (2) job responsibilities. School Psychologists: The initial consultation and final conference relating to evaluation shall be with the same single supervisor. The supervisor appointed as the evaluator may seek input from the supervisors where the psychologist is assigned. The certificated employee being evaluated and the supervising administrator shall meet no later than October 31st for the initial consultation conference to discuss and/or review: a. The administrator’s expectation regarding the employee’s duties and responsibilities. b. The evaluation forms and procedures. c. The tentative schedule (dates and times) of observations. d. The establishment of student achievement objectives based on the content standards. e. Any mitigating factors that may affect the certificated employee to meet the student achievement objectives. 8. Performance of non-instructional duties and responsibilities involving supervisory and advisory duties shall be included in the final evaluation, Form 1, for instructional and non-instructional certificated employees. 9. Final evaluation comments must relate to administrative observations and/or written communications to individual employees during the observation period. 10. Upon written request by the employee, any information of a derogatory nature which is four (4) or more years old shall be removed and placed in a separate file. Each separate file shall remain confidential except as to direction from a court or administrative agency. 11. Desk memos pertaining to a bargaining unit employee may not be forwarded to other administrators or staff. This provision also applies to e-mail communications. Desk memos must be destroyed after two calendar years. 12. The evaluation process shall not be used as a means of harassment of any employee. 13. The end of the year evaluation form will clearly state if the overall evaluation is satisfactory or unsatisfactory. 14. All standards of student achievement shall be specific and will be single subject in nature. 15. Probationary teachers shall be evaluated each school year. 16. Permanent teachers who receive a “satisfactory” evaluation shall be evaluated once every two years regardless of assignment, transfer, etc. 17. Permanent teachers who receive a “satisfactory” evaluation shall be evaluated once every three years regardless of assignment, transfer, etc. if employee has at least 10 years with the School District. 18. Permanent teacher observations may begin after the first two weeks of school. 19. Unless there are teacher absentee problems, or repeated conflicts in scheduling 3 conferences, an observation shall be completed before another observation is started. 20. All “unsatisfactory” final evaluations must be based on more than two observations by at least two different site administrators or by a third party District observer selected by the Human Resources Department. 21. Permanent teachers receiving an unsatisfactory evaluation must participate in the PAR 10 Program. Once the permanent teacher receives a satisfactory evaluation, he/she will be exited from PAR and will not be evaluated the following year. 22. All observations shall clearly state whether the observation is satisfactory or unsatisfactory. 23. Completed evaluation forms for all personnel subject to evaluation during that year shall be transmitted by the evaluator to the evaluatee not later than thirty (30) days prior to the last day of that evaluation year. The evaluator and evaluatee shall discuss the completed evaluation forms prior to the last school day of the evaluation year. 24. The parties agree that the officially adopted evaluation procedures of this agreement shall comply with the above requirements. The forms are included as Exhibits “G” through “P.” PROCEDURES FOR PLAN OF IMPROVEMENT 1. If after two unsatisfactory



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observations the teacher has not remediated his/her deficiencies, he/she shall be noted as “in need of special assistance” and placed on a plan of improvement. 2. The plan of improvement shall be for at least 8 weeks and may be extended at the discretion of the District. 3. The plan of improvement shall include: a. A statement of the problem and existing conditions in relationship to the CSTP. b. Specific objectives for the teacher in relationship to the CSTP. c. Methods and resources which the teacher may use to remedy the problem and meet the CSTP. d. Specific guidance and assistance that will be offered to the teacher. e. Employee’s input and plan to improve his/her performance. PAR REFERRAL 1. If after the end of the improvement plan period the teacher has not remediated his/her deficiencies, he/she shall receive an overall “unsatisfactory” on the formal evaluation (Form I) and be referred to PAR. Online Instruction All teachers that teach an online course are provided with an initial training on the APEX curriculum used District wide. Ongoing professional development opportunities are provided by the District that teachers are encouraged to utilize in order to grow their technological competencies. Administration observes all classes on a weekly basis to ensure that quality student-teacher interaction is taking place. Teachers assist students as they navigate through the online curriculum by providing feedback and assistance. Teachers actively monitor their students’ progress online and interact with students frequently. Measurable Effect of Professional Development At JEHS, all departments and instructional teams developed SMART goals. These goals are evaluated every semester for completeness or the need to adjust. These SMART goals guide the collaboration time to address the identified areas for each team. There has been a concentrated effort on pre-AP and AP classes. There has been an effort to incorporate the AP potential report during balloting season; however, there still remains a discrepancy between the school ethnicity demographics and the demographics of those in AP classes. This is an area of concern and an area JEHS will continue to try to improve. The ELA and Math departments worked towards developing benchmarks that contained constructed response and multiple answer questions to prepare for CAASPP. Both departments developed these benchmarks and rolled them out in the 2014-15 school year, with ELA being a computer-based assessment and Math being paper and pencil. There was however a reverse correlation on the CAASPP. On the benchmarks, Math classes performed better then ELA. However, on the CAASPP ELA out performed Math. In this finding, there is a need to re-calibrate the benchmarks to closer represent the CAASPP assessments. A5. Resources Criterion Allocation Decisions Prior to the 2014-15 school year, JEHS had a SSC and SPSA. The SSC provided input and approved the SPSA as to how to monitor and evaluate the expenditure of the school’s categorical funding. A majority of these funds went to provide an EL counselor, academic tutoring, release time for teachers for Professional Development and professional growth conferences. This funding is now



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provided through LCAP funding and is monitored through the District LCAP evaluation committee. The practice followed for the financial decisions at Enochs falls under the FCMAT regulations to ensure fiscal responsibility. Facilities JEHS is a great place to work, from a maintenance stand point it is a very challenging school to maintain. All 73 acres, from HVAC belts and filters replacement, outside night lighting and inside classroom lighting, fire extinguishers to maintenance of field’s sprinklers, meeting drought water restrictions and building maintenance, JEHS has it many challenges. Team work with the Enoch’s Grounds, Pool and Custodial departments is at the center of our success. We tackle all aspects of our work together with vigor, whether it’s marking a field for football, soccer, or band practice or setting up for testing events in the gym for 250+ students, as a team we lay out a plan of attack to achieve completion. We set work schedules with the individual doing the work, allowing input to make all tasks more achievable and cover more classrooms efficiently. At JEHS the fantastic facilities crew works hard to create the beautiful campus we all work at or attend school in each day. The team consists of: one custodial Manager, two and one half grounds workers, one pool worker, nine and a half custodians. We have monthly meeting to plan out upcoming events, order supplies or to share concerns or issues that arise with the various area of work. Instructional Materials and Equipment Every course that is offered at JEHS has a board approved Course Outline that contains the required Instructional material. The Instructional Materials Clerk that is housed in the Library ensures that every student has the appropriate material for each class in which he or she is enrolled. The biggest change was to Math where the traditional sequence was being transitioned to Integrated Math. There is still not an adopted textbook; however, the integrated courses are using modules developed by the Mathematics Vision Projects. Each student is given a consumable module. Most computers on campus were original to the opening of the school and were outdated. All the high schools were analyzed for their technology and Enochs was found to have the oldest technology in the District. The District then developed a plan for replacement of outdated technology. Starting in spring 2015, there were ten teachers selected to pilot a Surface Pro tablet (to replace their old laptops). The ten teachers selected were tech savvy teachers who would then train other teachers as the rollout continued. In the fall of 2015, twenty more teachers received Surface Pros and all the student curriculum labs were replaced. In addition to the curriculum labs, there are two carts that are portable and available for check out. Technology is a focus for the District. One other site piloted 1-to-1 devices for students. Currently the District plans to transition to 1-to-1 devices for all high schools within the next few years. Well-Qualified Staff The Associate Principal ensures that all staff members are qualified for their responsibilities with working in cooperation with the HR department. Staff are hired with posted job descriptions.



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Upon review of applications, the HR department screens out any applicant that does not meet the minimum qualifications for the specific job. Based on these qualified applicants, the interview panel selects the top scoring candidate. After successful background checks performed by site administration, the candidate is then offered the job. Annually, the Associate Principal monitors the teachers credentials in relation to the subjects they are being assigned. An analysis is then performed by HR to determine if all teachers are highly qualified for their subject area and maintain a valid teaching credential. The Master Schedule is then built around the teachers’ qualifications. All teachers on campus meet the requirement of Highly Qualified teacher in their subject area. Ongoing PD is provided by the District the week prior to the start of school. Each PD session is subject/grade level specific. Additionally, teachers can work through the principal to attend conferences in their areas based on allotted funding for the year. Long Range Planning JEHS employs a full time College Counselor, a full time Work Experience Coordinator and three Academic Counselors. JEHS identifies a need to better educate the entire staff on the College and Career Readiness Standards and how they play an integral part in students’ long-range plans. Supporting Evidence

SCOE Leadership Action Plans

PLC SMART goals

MTA contract

Board Policy

ACS WASC Category A. Vision – Mission – Schoolwide Learner Outcomes Profile: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category A are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs. Summary:

The process used for regular review and revision of the vision, mission, Schoolwide Learner Outcomes and WASC action plan is a collaborative effort. The Site Leadership team, PLC teams and department groups evaluate various data annually to determine the focus for the year, culminating at the principal summit. The principal summit is then shared with the superintendent’s cabinet. The Culture Team, along with the Site Leadership team and Culture PLC, developed a campaign designed to promote stakeholder buy-in to the new Positive Behavior Intervention Supports, known as Enochs Culture. Under the new LCFF, Modesto City Schools is required to prepare an LCAP, which describes our intention of meeting annual goals for all students. Modesto City Schools’ Local Control and Accountability Plan (LCAP) must address the eight areas of state priorities. Staff has the opportunity to participate in District LCAP committees to address District goals. The LCAP is now



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in its second cycle of revision and was reviewed with all site administration, Site Leadership team, and the JEHS faculty. After the walkthrough, the team meets to debrief the information and discuss the data. At the end of each District walkthrough an essential question is revised. The JEHS essential question is: How can JEHS develop a culture and expectation for implementing instructional practices that increase structured student-talk and checking for understanding?

1. Hold a meeting to review the protocol utilizing the rubric 2. Put a deadline to the teacher lesson study for the leadership team 3. Teachers will share out their positive experience at the Feb. faculty meeting 4. Facilitate teacher led site walkthroughs

At JEHS, all departments and instructional teams developed SMART goals. These goals are evaluated every semester for completeness or the need to adjust. These SMART goals guide the collaboration time to address the identified areas for each team. JEHS identifies a need to better educate the entire staff on the College and Career Readiness Standards and how they play an integral part in students’ long-range plans. Prioritize the strengths and areas of growth for Category A. Category A: Vision – Mission – Schoolwide Learner Outcomes Profile: Areas of Strength

1. Improved schoolwide collaboration. 2. Expected literacy skills for all students in all subjects. 3. Teachers are willing to try new things. 4. DBQ trainings was about rigor & using similar language. 5. SMART goals have been established for departments and PLCs. 6. Overall most teachers reported Professional Development at the start of the school was

improved from prior years. 7. Connecting with feeder schools.

Category A: Vision – Mission – Schoolwide Learner Outcomes Profile: Areas of Growth

1. Improve instructional strategies for differentiation. 2. Improve identification of students for remediation. 3. Improve the availability of the Tutoring Center. 4. Full Implementation from traditional Math to Integrated Math. 5. Need to have more teacher led walkthroughs that are teacher driven. 6. Encourage the development of a Social Media Policy for the District.



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Category B: Standards-based Student Learning: Curriculum

B1. Rigorous and Relevant Standards-Based Curriculum Criterion

Current Educational Research and Thinking Modesto City Schools and JEHS provide opportunities for school staff to be trained regularly in current educational research. The District has Curriculum Coordinators and Curriculum Coaches for English Language Arts, Math and Social Science. They facilitate in-service and training opportunities for school staff to implement the California State Standards and relevant assessments. Enochs continues to embrace the “college prep for all” philosophy, as we believe that all students are capable of academic success. All courses are aligned to New California State Standards (formerly Common Core) and this has resulted in new course descriptions in all core subject areas. The District has substantially increased our copy/reprographics budgets to accommodate the need for students to be able to annotate/conduct close readings of expository materials. The eleventh grade English team utilizes funds from the principal each year to take a full day of collaboration in order to revamp 11th grade English curriculum to the latest standards. The English department has also revised our Holt curriculum to align with the new standards. English is also using the Expository Reading and Writing Curriculum set forth by the CSU system. Grades 9-11 are teaching one ERWC unit per quarter and 12th grade English is entirely ERWC. We also use Read 180 at the freshman level for remediation. Every freshman is tested in reading for appropriate English placement upon entering JEHS. As we transition to California Standards (CCSS) the English department has increased student task strategies, updating course descriptions and ELA materials, the Math department is transitioning to Secondary Math, which combines different types of math across the years, the Science department is implementing and using the Next Generation Science Standards (NGSS) and the Social Science department has implemented the Document Based Question Project (DBQ). ELA Department:

In 2012, the department chair was sent to a “Trainer of Trainers” five-day conference given by the County Office of Education. This training helped to foster an understanding the research and reasoning behind the development and pending implementation of the New California State Standards framework and standards. After receiving this training, she used it to help educate the department on the changes between the CA State Standards and the New California State Standards. The ELA department used meetings to examine the standards, making note of how they changed from one grade level to the next, and brainstormed ways in which our current lessons could be tweaked and changed to help effectively teach the New California State Standards. In these early years, the ELA department also began to look at examples of Performance Tasks in order to help be better prepared for the SBAC roll-out in 2014.



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During the 2012-2013 school year, ELA adopted teacher and author Kelly Gallagher’s concept of the Article of the Week (AoW) to teach students to close read, become informed citizens, respond to difficult text and discuss rigorous nonfiction texts on a weekly (or at least bi-monthly) basis. In the 2013-2014 school year (during a faculty meeting), the ELA department led PLC groups to model and teach instructors in all subject areas how to implement “close reading” strategies across curricula. All of our English teachers have been trained to teach the Expository Reading and Writing Course (ERWC) and in the 9-11th grade, teach three modules per year. Our District has called ERWC the “Bridge to the Common Core” and it has worked well in training students to synthesize texts, think critically about large societal issues and prepare them for the rigors of college-level writing. Since the structure of an ERWC module is very much like a Performance Task, our students are receiving a significant amount of practice for the PT on the CAASPP (formerly SBAC). In 2013, ERWC was offered as a full course option for 12th grade students as a replacement for the traditional CP Senior English class, and in 2015 it became the only option for CP 12th students based on a training from EAP. The ELA department continued to collaborate on ways to improve student writing. In 2014-2015, teachers created and introduced the TBEAR paragraph (Thesis/Claim, Background, Evidence, Analysis and Restate) in the 9th and 10th grade levels. The common language for teaching writing is helping students to transition from one teacher to the next and build on their writing skills. The ELA department is currently brainstorming ways to bridge the gap for students as they transition to 11th and 12th grades, where the level of sophistication needs to increase substantially.

Math Department:

District-wide in Math, we are transitioning from the traditional track of Algebra, Geometry and Advanced Algebra to an equivalent A-G approved integrated sequence. The three courses are Secondary Math 1 (SM1), Secondary Math 2 (SM2) and Secondary Math 3 (SM3) respectively.

In the 2013-14 school year, JEHS was one of three sites in the District to pilot the first integration and opened two pilot SM1 classes. The students were chosen based on lack of academic success in Algebra as freshmen. Two separate teachers volunteered to teach the pilot course and had great success in the implementation with this group of students who were not successful in Algebra the first time. The pilot group this year is in the final phase and in SM3 as seniors. In the 2014-15 school year, SM1 was implemented District-wide. All Algebra 1 courses, or previous related courses (CAHSEE Algebra, Basic Algebra, etc.) were eliminated and replaced with SM1.

This school year, we have phased to replacing all Geometry courses with SM2, and next school year the full sequence will be implemented District-wide. For our new courses (SM1, SM2, SM3), we use a task-based curriculum (MVP: Mathematic Vision Project, a



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Utah teachers developed curriculum) that is aligned with the New California State Standards. The daily lessons are more student-centered and the assessments model the CAASPP (multiple choice, multiple answers, free response, and critical thinking/explaining their answers).

During this transition, the Math department felt it was still vital to implement changes to the Geometry and Advanced Algebra courses in preparation for the CAASPP assessment as well. In these two courses, the department implemented two New California State Standards modules to occur per year until the phase out of these courses is complete. Also in preparation, the Math department added constructed response questions to benchmarks to these courses.

Science Department

Over the past two years, substantial support for the shift in Science teaching to the Next Generation Science Standards (NGSS) has been enjoyed by Enochs teachers. Specifically, multiple trainings have been provided by the Stanislaus County Office of Education under the direction of Sean Timmons, STEM Coordinator. Support has also been provided by the Modesto City Schools' Science Coordinator, Melody McGill through multiple workshops and professional development days with a variety of teacher learning modules that included lesson planning, innovative and engaging hands on activities and connection to resources. Additional support has been provided by the San Joaquin County Office of Education under the direction of Kirk Brown, STEM Coordinator through summer professional development days in 2013 and 2014. Teacher collaboration days have focused on utilizing the skills taught at these trainings, and have informed the shift of lessons and addition/development of new ones. Enochs teachers have also elected to take other off-site and out of District NGSS trainings to further prepare themselves for the challenging new curriculum. The total for all activities are estimated to be in excess of 500 teacher training hours to date. Teacher feedback has been universally positive. It is believed that the department is where it needs to be at this time on the NGSS adoption time line.

Social Science Department

The Social Science Department has worked in two primary areas to help implement new California State Standards throughout the school. First, the history teachers have integrated more primary and secondary source materials into their curriculum. Second, Enochs began working with the DBQ Project to implement critical thinking skills and more focused writing in the classroom.



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Beginning in 2012/2013, the social science department began looking at the standards. Although there was no mandate from the state or district at that point, social science teachers saw a clear connection with literacy skills used in a history classroom with the standards. In the first year, the department worked on literacy skills that could help student engagement and comprehension (before and after reading prompts, close reading, outlining for specific details). From 2013/2014 until today, the department has focused on introducing more primary and secondary sources in to the classroom. Again, multiple strategies are used, but students have an opportunity to analyze and discuss documents from the specific time periods of their units of study.

Also in 2013/2014, the department began working with the Document Based Question (DBQ) project to help students be able to highlight their critical thinking skills in a cohesive essay. This started with a few teachers in the first year. By 2014, all teachers in US history and world history agreed to do at least one DBQ essay each semester. Teachers utilize many DBQ’s throughout the school year. DBQ’s used to be reserved for AP students. The materials provided by the DBQ project focus on “rigorous writing and thinking activities for students of all skill levels.” While it does take time to help students analyze documents and synthesize a persuasive essay, the results have been very positive. The success with the program in several classrooms at JEHS led to the entire district (7-12) working with the DBQ project over the last two school years.

The social science department continues to use collaboration and department meeting times to discuss what successes and challenges teachers have found through working with the new California Standards. The district has redesigned unit benchmarks to more closely resemble CAASPP questions. Many teachers have reworked portions of their tests to better prepare students for the critical thinking skills they will face in the junior year state testing.

All the leaders of our PLCs and administration are attending a leadership training (Accountable Leadership for Site Leadership Teams) with Leverage Learning Group this year. The training will help hone our areas for growth and better align staff with MCS newly adopted Instructional Norms.

Further, there is regularly scheduled time provided for collaboration (in the form of minimum days with afternoon meetings) throughout the year. Teachers may use as necessary in grade-alike groups, other entities (such as the Forensics Science Academy) or departments/PLCs. Most of the time, the topics are teacher-driven/ chosen. Much of this time ends up being used for curriculum revision and creation of new learning units.



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We have multiple District walkthroughs each year and staff is starting to implement peer-driven walkthroughs in order to share best practices and understand individual areas for improvement. Our administration also reads current, research-based books amongst both the administrative team and Site Leadership (each group has its own relevant book). They usually read and discuss one chapter of the respective book per monthly meeting. Academic and College- and Career-Readiness Standards for Each Area Modesto City Schools uses the New California State Standards (formerly the Common Core). This year’s professional development (the week before school/students started) included specific training/lessons for the standards. Teachers also re-vamped syllabi over the past few years to accommodate/ modify for alignment the standards. The SLOs apply to all students and encourage students to succeed in the most rigorous academic program appropriate to their grade and ability levels. CP classes are offered in all the core subjects. Remediation is also offered in Math and English. With regard to AP classes, many teachers teach the format of the AP exam. They also teach to

not only satisfy the District AP curriculum, but more importantly the College Board

requirements. Last year, three AP teachers had 100% pass rates for their respective AP exams.

Enochs teachers from each department participate in District committees to create District-wide “curriculum maps” that align with the standards to ensure that all material is covered in a timely manner and that teachers can evaluate students/ areas for re-teaching/growth by using common interim assessments. Curriculum and assessments are reviewed regularly in department and staff meetings. All Science classes, with the exception of AP Physics (no chemicals), have wet (and dry) labs that focus on real life science problems. These are all available for viewing on the school’s W: drive. All of our labs comply with appropriate safety requirements. New science standards (NGSS) are now still under development but parts of them are already being used. Unfortunately, there are no stated standards for classes like chemistry or physics. Chemistry is not a required course to graduate in MCS and we proudly have 14 sections of chemistry. Additionally, no juniors are required to take Science in general but 69% of our juniors elect to do so.

For remediation, Enochs offers Extended Summer School (ESS) for students to make up failed core classes in two 2.5 hour chunks per week (5 total hours) on Monday/Wednesday or Tuesday/Thursday afternoons during the school year, as well as traditional summer school. These courses are delivered using APEX curriculum in computer labs. Students participating in online instruction are monitored by the certificated classroom teacher and the Pupil Services Assistant Principal to ensure the validity of the online class and the student’s use of the online curriculum. The District also offers the G230 Academy, which allows students who are severely deficient in credits to finish and/or catch up on course work via online, self-paced courses that are administered at another site. Many of these students return to Enochs to graduate. While



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much of our efforts go to supporting the College- and Career-Readiness Standards and SLOs at Enochs, we need more explicit awareness of both items by teachers and students.

Congruence

EHS teachers use a variety of strategies to ensure that there is congruence between what is being taught in the classroom, the academic standards and the SLOs. The California standards (including college- and career-readiness anchor standards) are embedded in our curriculum and interim assessments/benchmark exams. The District pulls interim assessment questions from Schoolcity that have been aligned with the New California State Standards. We are also now using sample questions and performance tasks made available by CAASPP (the latest statewide testing system).Our department and PLC smart goals try to align curriculum and skills worked on regularly (monthly) and reviewed with interim assessments and annually. This year, all English teachers received posters for ACE the question from Leverage Learning Group. These encourage students to Answer the question (all parts of the question, complete sentences, academic language), Cite evidence to support the answer (refer back to text, distinct from personal opinion, additional reasoning) and Expand the answer (go deeper, make bigger connections and provide further explanation).

The English department teaches Expository Reading and Writing Curriculum (ERWC) units set

forth by the CSU system. 9th – 11th grades teach four per year and 12th grade English is entirely

based in ERWC. These units are specifically designed to promote college readiness.

There are a wide variety of activities and learning opportunities on campus that foster learning

that ties to the academic and college- and career-readiness standards. In several subjects,

students conduct library research while learning to select reliable, authoritative and current

information. Students learn to cite sources and us their information ethically. Science classes

have many real-life connections. All of the Secondary Math classes connect mathematical

processes to real-life applications. The entire school is making an effort to encourage close

reading of informational texts and cite textual evidence in answers. The District’s Instructional

Norms support these connections as well. Teachers receive training in standards, real life

applications, college readiness and school culture. We then work to marry all of the concepts

together to create integrated lessons.

Student Work — Engagement in Learning The District conducts walkthroughs and teachers are invited to volunteer/participate in observing ten minute “snapshots” per random class. Boxes are checked (and data collected) for posted/stated objectives that are standards-based, Checking for Understanding (CFU) and the rest of the walkthrough protocol. This information is used to evaluate areas of success/growth in order to drive future curriculum and instruction. Teachers are now also starting to conduct their own walkthroughs and Site Leadership is working to eliminate the “peer fear” associated with observing our colleagues.



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Contractual teacher evaluations are conducted by administration. Teachers must submit written, measurable, standards-based objectives for student achievement for these evaluations, which include scheduled and random classroom observations.

Department and PLC Smart Goals guide teaching practices toward SLOs. Integration among Disciplines There is integration among academic and career technical disciplines at Enoch High School. We have programs where teachers from Math, Science, English and History work together to develop a comprehensive program. Whenever possible, the teachers who share common academy and/or pathway classes are given the same prep periods in order to collaborate. Forensic/Biotech Science Academy (under the California Partnership Academy) is designed to give students an introduction to the scientific concepts and laboratory research techniques currently used in the field of biotechnology. Students develop laboratory skills, critical thinking, and communication skills currently used in the biotechnology industry. Through extensive directed reading, reflective writing, laboratory work, and workplace experiences, students explore and evaluate career opportunities in the field of biotechnology and receive advanced training leading to a career requiring education at a postsecondary level. The Biotech/Forensic Science courses fulfill a student’s graduation requirement for Science as well as some elective credit. Teachers have a common prep period for this as well. Pre-Vet Science courses give students the opportunity to explore the world of Veterinary Science. Students in this program earn graduation credit in Science as well as practical experience in the realm of Veterinary Science. These courses will be taught with an emphasis on Veterinary Science through a hands-on approach as well as through the business perspective. Employment Opportunities Pathway prepares students for a successful future. All students have the opportunity to be placed in an internship for the purpose of building work history. These opportunities often become paid job positions. Our Resource students, past and present, have been in these programs and other traditional course offerings. In Resource, we support our students by pre-teaching and re-teaching in their subject. We have school text books they can use to complete assignments and a computer for typing essays, finish projects or look up information on the Internet. If it is listed in their IEP (individualized education program), they may take tests and quizzes in the Resource class, where they can concentrate in a serene environment. Resource students also prepare for job interviews, create resumes and complete job applications. ERWC (Expository Reading and Writing Curriculum), as set forth by the CSU system to teach students to interact with expository materials, is integrated in the English department. 9th – 11th grades teach one unit per quarter, while 12th grade English is now entirely ERWC. ERWC works with current articles/ relevant topics and students go through a process of pre-reading, reading, post-reading, pre-writing, writing and editing/revising essays that respond to the articles (using textual evidence) in each unit.



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Our leadership program is truly exceptional and all events are conducted with top-notch attention to detail and with the overall experience of the student body in mind. Leadership students are elected by their peers to represent them in student government, because they are willing to assume responsibility, and to make and keep commitments for the well-being of JEHS. Leadership is about making a difference in people’s lives, which takes a lot of commitment and teamwork. By being in this class, students commit to making Enochs High the best place it can be for the entire student body. Generally speaking, our PLC’s are comprised of teachers from assorted disciplines, which gives them the regular opportunity to share ideas. Some teachers who are not part of pathways or the Forensics Academy do collaborate on cross-curricular projects (History/English, Math/Science), but it is not school-wide. Lab sciences also require technical writing when submitting lab reports. Financial Math has guest speakers from the work force who speak to seniors. These cross-curricular efforts are growing over time. Curricular Development, Evaluation, and Revisions The District often offers opportunities for teachers to participate in the design of new curriculum maps (formerly referred to as pacing guides) as we adjust and adapt our existing curriculum to meet the new standards. For example, English teachers regularly revisit and revise the District curriculum map by quarter/grade level in an effort to make sure that all standards are met. There is a District-wide film committee that screens and approves full-length films that teachers would like permission to show in their classes. Teachers are limited to showing three full-length/ curriculum-relevant films per year. Additionally, departments look at data from interim assessments and annual state assessments and assess areas for improvement (as well as areas of success). This information helps drive the writing of SMART goals, which both departments and PLCs have. The Site Leadership team (SLT) consists of administrators, department chairs, PLC leaders and the WASC Coordinator. SLT meets once per month to address issues related to academics, data, extra and co-curricular activities, school culture and safety to protect and ensure meaningful and relevant academic instruction. Members of SLT report back to their departments/teams to disseminate information and get feedback for administration as needed. Throughout their high school tenure, students are guided on the balloting process, grade-level specific information and balloting timelines. Students are expected to review their ballots and course description guides with their parents and teachers in order to determine appropriate placement and elective choices. They then meet with their counselors one-on-one to finalize class selections for the following year and enter those choices into our grading and attendance software (PowerSchool). Counselors review ballots and transcripts with each student to focus on meeting graduation and college entrance requirements and/or career goals. Our amazing college counselor meets with different grade levels by visiting their English classes in order to keep them on track with PSAT/SAT/ACT sign ups and tips, as well as letting them know what they should be doing each year in order to maximize their chances of gaining acceptance to the colleges of their choices. She is available by appointment to individually guide students through the college application process.



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Our master schedule changes and adapts with the needs/desires of students and resources available. Policies — Rigorous, Relevant, Coherent Curriculum

The certificated staff, with support from curriculum coordinators and instructional coaches, collaborate on the development of rigorous and relevant curriculum that supports the SLOs. MCS (the District) has provided training on Explicit Direct Instruction (EDI) strategies to increase student engagement. Departments and PLCs have collaborated to adopt and implement classroom norms for EDI strategies such as whiteboards, pair-sharing and checking for understanding (CFU). EHS teachers have worked on creating and revising District curriculum maps (standards-aligned pacing guides). All core subject areas have implemented and are using the new standards. Departments are also given time to collaborate and discuss norms on grading, department policies, course requirements, CAASPP testing, interim assessments (benchmarks) and common final data where applicable. Within these meetings, teachers discuss common teaching practices, vertical teaming and further implementation of standards. For example, the English department started making a push for vertical teaming two years ago and it is starting to pay off. Junior level teachers are noticing a strong difference/improvement in students’ ability to conduct close readings of expository materials, construct text-based-evidence paragraphs with correct in-text citations and structure essays due to grade-level norms that have occurred in the freshman and sophomore classes over the past two years. We have also seen improvement in thematic development and knowledge of rhetorical/literary devices, both of which are being taught consistently at the sophomore level. For online instruction, EHS has several teachers who are using Schoology for curriculum sharing/interaction and calendaring. Our ESS classes (after school remediation of in core subject areas) use APEX curriculum. Some of our Math teachers are promoting the use of Khan Academy (YouTube lessons). Our library also maintains several online databases that students use frequently for research across the disciplines. Articulation and Follow-up Studies EHS administrators and department chairs meet with our feeder middle schools/ junior highs to explain freshman course offerings in an effort to help the 8th grade teachers to ballot their students appropriately. Eighth graders from feeder schools are invited to our spring Open House/ Parent Information Night. We also offer incoming freshmen a week of orientation activities called SOAR.



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Once attending Enochs, students have the ongoing opportunity to meet with their assigned counselors and/or the college counselor. The college counselor meets with local feeder colleges, such as Modesto Junior College and CSU Stanislaus to help prepare students for those options. Our college counselor has extensive knowledge of post-secondary options, including vocational programs and military branches. Guest speakers from many public and private universities as well as representatives from the military often make themselves available for interested students to sign up and attend meetings on our campus. These meetings are announced in our school bulletin. If students qualify, they can choose to join CSF (California Scholarship Federation), which recognizes academic achievement. The group attends assorted college field trips, and CSF Life Members are distinguished by seating, a special tassel and in the program for graduation ceremonies. In addition to the usual types of articulation, EHS conducts a lot of community activities that interact with feeder schools. Our Forensics Science Academy conducts many Fun with Science nights at feeder schools as well as a well-attended one at our school that is open to the public. Our choir performs at local elementary schools and our band program articulates with band programs at feeder schools. Our dance also team performs at feeder schools to promote our dance program. Drama students informally arrange to view MJC productions and MJC students run drama workshops with our students. The Video Arts and Graphic Design Pathway works closely with businesses in the area which offer internship and job shadowing. There are no formal studies out, but students who have completed the program have had success in four year colleges and have expressed an advantage over other students. Enochs also offers 2+2 classes through Modesto Junior College.

Supporting Evidence

Course Outlines

Instructor Syllabi

Most classes are A-G

UC/CSU Approved Course List

New California State Standards-aligned curriculum

Current research followed by District and departments are directed accordingly

Use of SchoolCity to draw on NCSS curriculum test questions, Benchmark created by District and data/ statistics followed by site and District

School staff stay current via PLC’s and Professional Development offered by the District

List of PLCs/ Departments

Description of Leverage Learning Group training

11th grade English curriculum calendar

Walkthrough data

Peer walkthroughs happening (Brown/Szostak/Valerio)

Site Leadership read Teach Like a Champion and The Will to Lead, The Skill to Teach



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Cabinet read The Corner Office and In Praise of American Educators

Labs (including wet labs) are available to view on the W: drive under SCIENCE, with choices of Earth Science, Biology or Chemistry

List of APEX courses/ ESS/ Summer School course offerings

AP Course Approval documentation

Performance tasks and interim assessments

ERWC curriculum

TBEAR paragraph writing strategy taught in ELA

Common annotation process – handout from McCarthy

Forensics Academy – skills and standards taught over 4 years

MCS Instructional Norms

English research paper assignments

Vertical teaming in English fosters higher level writing

All freshmen conduct research projects in Health class

ACE Posters in classrooms

Social Science use of DBQs

The DBQ and UC Davis history project trainings and material help direct Social

Science courses to meet this goal

In the biotech class the skills taught are directly in line with the workplace

Course portfolios – US History binder

Earth Science standard poster project

Many assignments list the standards that are covered

EHS Web Site

Pathway Descriptions

Leadership Description

District pacing guides/ Schoolboard adopted course outlines

List of approved full-length films

List of library databases

8th grade parent night/ Open House

Guest speakers form colleges (Success Skills class)

List of Fun with Science nights @elementary and junior highs

Science Biotech following students through college

2+2 Agreements with community college District

Middle school department chair visits



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B2: Access to Curriculum Criterion Variety of Programs — Full Range of Choices Enochs offers a variety of pathways, programs and academic challenges for its students. In addition to our rigorous offerings for AP courses, we offer several pathways and/or academies: the Forensic/Biotech Science Academy, the Cinema and Graphic Arts Pathway, the Pre-Vet Science Pathway and Employment Opportunities Pathway. In addition to our pathways and college prep/ advanced placement offerings (see master schedule), we also offer extensive ROP, Agricultural and other elective courses. We have visual and performing arts, which give students choices they might not have been exposed to otherwise. The Ag department offers both courses for college-bound students and also students going directly into the work force. Many of our offerings take students off campus on annual field trips. Due to staffing changes, our counseling department has significantly improved over the past couple of years. Counselors have a timeline for meeting with students to intervene and/or make sure they are on track for college. Our college counselor is an expert in her area and students rely heavily on her expertise in choosing the right path to get to their desired postsecondary educational goals. We also offer a Career Day with guest speakers. We also have a Career Center on campus that handles work permits and also offers services like career interest tests. We often have guest speakers from both colleges and branches of the military that students can sign up to see. An area in which EHS could improve would be to provide more vocational training. Several of our staff members would like to see more offered to students who do not intend to attend traditional colleges. We need more career exploration and non-college paths that students can start during high school as a foundation for future success. Accessibility of All Students to Curriculum At JEHS, all students with IEPs are evaluated annually (or more often if requested). Our EL students are provided a counselor with specific knowledge of their needs who is also bilingual in Spanish. Students with severe learning disabilities are offered a parallel curriculum through special day classes. Through Special Ed, we also offer transportation for special programs. We offer Resource classes with full time paraprofessionals (who split their time offering support in the Special Ed and mainstream classes) and mainstream teachers are made aware of IEP and 504 accommodations for students in their classes. Those students are also indicated on student rosters in MOSIS. We also have several one-on-one paraprofessionals for deaf students and other students (with autism or other issues, as needed) in order to help those students be successful in mainstream classes. Our teachers offer differentiated instruction for both Special Ed and EL students. JEHS offers special help to foster students who meet specific criteria. Our college counselor also reaches out to foster kids to make them aware of college programs designed for the foster system.



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For the past several years, we have been offering Support and/or Success Skills classes to further support the core academic classes for 9th and 10th grade students who struggle academically but aren’t qualified for Special Education or EL programs. Last year, we offered a drop-in tutoring center (complete with certified teachers) in the library after school. This year, Tutorial is being run as both zero and eighth period classes, targeting juniors and seniors who are down a recoverable amount of units. Both periods are also open to drop-in students who just need periodic help. The classes are stocked with Advanced Peer Tutors who carry a predominantly AP load of coursework. Beyond a variety of academic support systems, we offer a lot of curriculum that includes many cultural and ethnic populations. Our Law and Economics curriculum includes Civil Rights and sensitivity questions, readings and activities attuned to the real world and culture of our school. Several teachers (ROP, senior English and others) offer resume building for students who want/need to work. Our Math teachers also facilitate balloting/recommendations at the end of the year to make sure students are placed appropriately into the appropriate Math level and also CP or AP. We are also sprinkling ERWC units (one per quarter) throughout 9th – 11th grades and it is a full-time class for all of our CP 12th grade English. Student-Parent-Staff Collaboration Incoming students and their parents are invited to the EHS 8th grade Orientation/Open House. During this event, there is a special meeting for students/parents of AP classes in order to familiarize with summer homework and other issues, like learning to balance the students’ course loads. Each September, we have Back to School Night, in which parents/guardians attend their students’ daily schedule in ten minute increments with five minute passing periods. This gives parents a taste of what it is like for the students to move around the school in their daily routines and also a feel for what each teacher/classroom requires/offers. All of our students are required to obtain a parent/guardian signature on their ballots. Our counselors are on a specific schedule for meeting with students by grade level and students who are behind certain amounts of credits and need remediation either on or off campus. NCAA eligibility requirements are also explained to parents. Students are marked in our system as qualifiers of UC or CSU system. Parents and students can check in with counselors at any time to see where they stand with units and qualifications. For communication of grades and contact information, students, parents, teachers and administrators all have different types of access to PowerSchool. Parents and students can immediately see everything the teachers have saved into the gradebook. Some teachers input assignments before they are due so that families can see what’s coming. We also have an auto dialer that calls all students’ homes in the event of special announcements or necessary clarifications. The phone dialer is also used for individual things like unexcused absences and dress cuts in PE. Several teachers have personal websites and several use Schoology to communicate calendars, assignments and monitor discussion boards. Almost all of our staff use email frequently to communicate internally and with families as necessary.



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Students in pathways and especially in the Forensics/Biotech Academy often share teachers in common who communicate to best serve at-risk and/or behaviorally challenged students on a regular basis. The same is true for co-curricular projects. For example, all Academy students have the same English, Science and History teachers (with the exception of students taking AP classes). Generally speaking, when teachers are concerned with any student’s performance and/or emotional well-being, they can initiate an SST meeting, which solicits input/participation of the student’s other teachers, the presence of the parent(s) and an administrator at a meeting to identify the “big picture” and what that student needs in order to improve. Most of our teachers are good about getting to know students’ life plans and/or goals, sending email or calling parents as necessary and discussing students’ needs that are expressed in the classroom. Near the end of each school year, EHS hosts an Eagle Awards ceremony in which teachers each honor one student. Some teachers choose their very top student of the year, while others choose a student who has made significant growth to overcome personal or learning obstacles. Each award is given in correlation with one of the character traits set forth by Modesto City Schools. Monitoring/Changing Student Plans Counselors meet with students to discuss future goals. Ballots are assessed to determine what supports can be implemented to help student be on track to meet those post-secondary/career goals. Students have the opportunity to select classes based on their areas of interest. IEP teams (student, parent, Special Ed teacher/case manager, teacher, administrator, additional school staff like nurse, psychologist and/or counselor) meet to discuss, plan and implement student goals to support specific students’ personal, academic and career goals. The teams meet to discuss support services for students who have been identified within the classroom/on campus with possible academic needs. There is not a specific type of student plan in place for “traditional” students who do not meet IEP/504 criteria or other areas of special need. Our students do receive counseling, a grade-specific ballot and copy of their transcripts each year in preparation for the following year. Teachers, counselors and administrators have access to short-term student data (PowerSchool) and long-term student data (MOSIS) that includes grade history and students’ progress in terms of overall units earned as compared to target units by grade level. Teachers’ images of the counseling department need improvement. In the not-so-distant past, we’ve had counselors on staff who were notorious for lack of follow through. Those counselors are no longer with us and we also have new administrative leadership in that department who has created goals and timelines to ensure more follow through with all students. Aside from the new leadership, many teachers are not aware of what/how counselors monitor their students and many teachers still feel that the counselling department could improve significantly. The relationship between the counselling department and teaching staff needs improvement.



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Post High School Transitions Enochs has many strategies in place to transition students from high school to their next stages in life. Many departments and programs bring in guest speakers to talk about careers and school preparations. Our coaching staff in sports is as committed as our teaching staff in helping students take it to the next level if that’s an opportunity that is available. Our counselling staff, complete with an expert college counselor, as well as our Career Counselor. Many programs (CSF and F/B Science Academy, among others) offer college visitation field trips. We have an Employment Opportunities Pathway that continues to grow and train students in marketing and entrepreneurial strategies. Science offers a Career Day with guest speakers from a variety of disciplines. Our English department has made a dramatic shift over the past few years to focus on expository materials and writing that implements text-based evidence. These skills are fundamental for success in college. JEHS offers many Pre-AP and AP courses, with the option to take the applicable AP exams, which obtain college credits if passed. Our Pathway programs are cutting-edge and prepare students for majors in related fields of study (Biotechnology, Forensics, Veterinary Science and others). Our Agriculture department is outstanding and offers career development contests, resume building, interview contests and many industry guest speakers. Our government and economics classes offer guest speakers for military, college and career options. Dance teachers at Modesto Junior College offer dance classes to our students who wish to start gaining credits/seniority early. Generally speaking, the New California State Standards are focusing on student skills that will benefit them in post-secondary options. We are fully embracing, adapting and implementing the new curricula as it makes itself available. As a campus, we are aware that we need more vocational opportunities for the non-college-bound students. We could also improve our students’ understanding of the offerings available in the Career Center.

Supporting Evidence

A-G courses that meet University of California and California State University entrance requirements

College Preparatory (CP) English Language Arts (ELA) and Mathematics courses for all students

Pre-Advanced Placement and Advanced Placement courses

California State University Expository Reading and Writing Curriculum (ERWC)

Pathways: o Forensic/ Biotech Science o Pre-Veterinary Science o Graphic Communication and Design

Career Technical Education (CTE)

Employment Opportunities offerings

Classroom visits by college students to discuss college applications and college life



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Career/college counseling office

Master schedule

Schedule of Special Ed/ Resource/ Paraprofessionals

SST List

IEP List

Care Center Foster Support

Ballots (parents must sign)

IEPs

Phone dialers

PowerSchool

Schoology

Teacher websites

Counselor strategic plan

Counselor evaluation during balloting

Student ballots

IEP example of student yearly goals

IEP example of post-secondary goals

Career Day

College Counselor

Classroom Speakers (college representatives, business community representatives)

Special Education transition plans

2+2 Agreements with community college District

Academy contact with graduates

B3: Preparation for Career and College Criterion

Real World Applications — Curriculum Enochs students are given multiple opportunities to explore real world interests in a variety of settings. Students can ballot into one of our academy or pathway programs, which offer elective options that enhance the college and career-readiness standards. For example, the Forensics Academy participates in blood spatter analysis, dissection of egg cells, tracking decomposition of chickens, making yeast, analyzing autopsy cases of homicide and visiting the coroner’s office. They also attend several field trips, such as the Monterey Bay Aquarium, SF Academy of Sciences Museum, UC Davis and other colleges. We offer several ROP programs. Employment Opportunities is a new Pathway developing on Enochs campus. It is an ROP program (CTE Career Technical Education program) that provides students with employable skills that are transferable to any career direction. Students learn professional techniques and strategies for college entrance or employment within our local community and beyond. Students are provided with work place skills that keep abreast of changing trends and technologies. They are able to solve problems, work in teams, work with their hands, understand industry language and know how to present themselves with a professional image.



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We also have a Career Day in which students sign up to see assorted guest speakers from the community talk about their careers. VBI vocational based instruction students receive job training on site. Our Ag department and FFA students visit the Ag Cultural Museum in Modesto. They also raise animals, judge animals, work in our school’s garden and participate in state and national FFA conferences. All of our classes are offering real world connections to the curriculum in many different ways. Our English department requires all seniors to conduct a community service project in which the students volunteer ten hours of their time in a way that “helps people who have difficulty helping themselves.” The students have time cards, take pictures of themselves volunteering, write an essay about the experience and write a thank you letter to their supervisors for allowing them to serve the community. The community service project is added to an extensive English portfolio of all the students’ best writing samples, analysis of current events articles, resume/ cover letter, and a two-year plan for after high school. Government classes also require community involvement in student projects and some business/career guest speakers appear in Economics classes. Financial Math has real world applications as well. We also have teachers who participate with students in Teens Run Modesto, an extracurricular running program that trains students to run a half or full marathon by March. Students are outfitted with new running shoes as part of the program. Our staff has a wide variety of interests that they freely share with the students of Enochs.

Meeting Graduation Requirements English teachers work on CAHSEE prep in ninth and tenth grades to prepare them for the exam. Enochs offers ELA CAHSEE Support class for students who do not pass the CAHSEE in tenth grade. Our Special Ed department also does a lot of extra work in preparing for the CAHSEE. Throughout their four years, students are given multiple opportunities to conduct timed essay practices, which comes in handy for both CAHSEE and EAP exams. EHS remediates freshmen with Read 180 as necessary to improve reading skills. We also support EL students with Academic Language Development (ALD) class that they take in addition to a traditional CP English class.

We offer a lot of intervention strategies to support students with academic challenges. JEHS offers a SOAR Tutoring Center with a certified teacher and Advanced Peer Tutors during zero and eighth periods. Students may take it as a class or drop in. The 0 period class is largely made up of juniors who are down 20-25 credits – an amount that can be made up with a little extra push. Many of these students were in Success Skills as ninth and tenth graders and still need the extra support for homework when they get to the eleventh grade. On the other end of the spectrum, we offer a wide variety of AP classes for students seeking higher rigor.


BE SAFE, BE RESPONSIBLE, BE RESPECTFUL

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Students who are behind in credits are offered the opportunity to make up classes via summer school and extended summer school (ESS). Seniors can also take adult education courses to make up units. Modesto City Schools has standardized its remediation online program; all coursework is now done using the APEX learning model.

Supporting Evidence

Course outlines

Course syllabi

Pass rate data

Timed Essays

Read 180 SRI data; Read 180 student graduation rate

Graduation rate of ALD students

SOAR Tutoring attendance/ rules

Career Center brochure

Course Catalogue

Graduation rate data

Data regarding college-ready students

ACS WASC Category B. Standards-based Student Learning: Curriculum Summary, Strength, and Growth Needs.

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category B are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

Summary: JEHS continues to embrace the “college prep for all” philosophy, as we believe that all students are capable of academic success. All courses are aligned to California State Standards (formerly Common Core) and this has resulted in new course descriptions in all core subject areas. EHS teachers use a variety of strategies to ensure that there is congruence between what is being taught in the classroom, the academic standards and the SLOs. The California standards (including college- and career-readiness anchor standards) are embedded in our curriculum and interim assessments/benchmark exams. Enochs offers a variety of pathways, programs and academic challenges for its students. Our counselors are on a specific schedule for meeting with students by grade level and students who are behind certain amounts of credits and need remediation either on or off campus. Many departments and programs bring in guest speakers to talk about careers and beyond high school preparations. Teachers, coaches and counselling staff individual help students get to the next transition. Many programs offer college visitation field trips. All of our classes offer real world connections to the curriculum in many different ways. The work experience counselor offers Career Day with guest speakers from a variety of disciplines in



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the science classrooms. Students who are behind in credits are offered the opportunity to make up classes via summer school and extended summer school (ESS). Seniors can also take adult education courses to make up units. Modesto City Schools has standardized its remediation online program; all coursework is now done using the APEX learning model. Prioritize the strengths and areas of growth for Category B.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength 1. All students are taking CP courses 2. ERWC (expository writing). 3. Regularly scheduled collaboration time. 4. Remediation available for students to make up failed classes. 5. Variety of offerings in Pre AP/AP and career pathways. 6. Students have well-balanced opportunities with the varied choice in course offerings. 7. Hands on projects in various classrooms. 8. District Leadership committees by subject.

Category B: Standards-based Student Learning: Curriculum: Areas of Growth 1. A stronger/more definitive collaborative focus to improve student achievement. 2. More Career Tech. Education opportunities are needed. 3. Improve enrollment in AP classes where disproportionality exists. 4. Improve math transition from middle to high school. 5. Communicate the College and Career Readiness. 6. JEHS needs an additional foreign language offerings. 7. Support for teachers on NGSS as we transition. 8. Improve or implement vertical teaming. 9. Improve communication from all offices to all staff.



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Category C: Standards-based Student Learning: Instruction C1. Challenging and Relevant Learning Experiences Criterion Results of Student Observations and Examining Work All students at JEHS are enrolled in College Preparatory (CP) classes and are placed appropriately in order to have challenging learning experiences. We have a strong AP offering with successful results. Three of our AP teachers were recently honored for having a 100% pass rate of their students taking the AP exam last year (Calculus, Spanish and Literature). School-wide achievement/ areas of growth are recognized in API scores, interim assessments, CAASPP data, District and onsite staff and administrative walk-throughs. Teachers are being trained in New California State Standards and NGSS instruction, ELA, ALD and EDI. All students are supported in their learning by use of computer labs and programs such as Read 180, ALD, Resource, zero and eighth period tutoring (which can be taken as a class or used on a drop-in basis). The District adopted site walk through procedures includes criteria measuring the engagement of students in learning, the inclusion of lesson objectives and checking for understanding (CFU). JEHS has made a big push to call on non-volunteers in order to make sure all students participate in class. Many teachers use Cornell notes and partnering/group activities such as Think/Pair/Share. Our foreign language classes are taught 90% or more in the target language. Many teachers (English, Health, Science and others) require research projects that encourage growth in the areas of College and Career Readiness standards and the SLOs. Social Science has implemented DBQs across the board (thanks to newly adopted District curriculum), requiring students to think critically and respond to primary sources. Almost all disciplines are requiring close reading of expository texts and are taking cues from the English department as to how to do so. Labs in Science classes are conducted in groups. All seniors (except those taking AP) are taking ERWC for English as of this year, which requires extensive evaluation of expository texts that culminate in assorted essays. Departments regularly review data from benchmarks and standardized testing in order to evaluate areas of success and growth.

Student Understanding of Learning Expectations Core content areas are taught consistently with curriculum maps/pacing guides and department timelines allowing for students to effectively learn similar subject matter at similar times. The District curriculum maps are revised with participation of our teachers on committees every year or every couple of years at the most. Most teachers like having a suggested structure for each quarter’s curriculum. Most teachers are using stated and/or posted daily objectives so that students are aware of their learning goals each period/ week. Many teachers also include a written or verbal agenda of each class’s plan so that students know where they are headed each day, including what is required of them to produce by the end of the lesson.



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Differentiation of Instruction JEHS teachers are provided with many different types of technology to incorporate into the classrooms including but not limited to: laptop computers, document cameras, media projectors, Wi-Fi internet capabilities, iPads, DVD players, VCR players and Surface Pros. Teachers are provided with the PowerTeacher/PowerSchool program to input grades, allowing students to access their scores as soon as they are saved via the internet. Access to many forms of media and technology greatly enhances student learning as the material taught can be presented in the form most effective for learning and retention. Teachers make use of technology to “do” or to participate in the field of study as much as possible. Last year, the scheduling calendar shows that the computer labs in building B, C and N are booked between 60% and 80% of every week throughout the year. This year, technology has been an area for growth, because the District is upgrading computer labs in all schools and our old ones were taken away before new ones were implemented. Teachers are frustrated that we’ve gone from four to two computer labs, but we are looking forward to our three new mobile labs. In the classroom, multimedia instruction is the norm. Teachers often use videos and internet graphics relating to the topics of the day’s lesson, and the document camera to show non-digital texts, graphs, and pictures. Social Science uses PowerPoints provided by the textbook publisher. Many teachers have come to rely on the use of the library and/or computer labs for conducting projects such as pretending to purchase stock and following the market or conducting research into buying a car or home. Our choir uses CDs for practice and watches YouTube videos of good choral singing. Some teachers use CNN Student News, PBS and Google Drive. Some teachers also use review software, including aps such as Kahoots and Quizlet. Several of our Spanish teachers have developed PowerPoints for every single lesson. Science has many hands-on labs with occasional applicable videos. They use LabQuest 2 to introduce new tech labs. Many teachers are embracing online instruction as part of their courses. Psychology instructor Brian Garber gets instant student feedback with Poll Everywhere (http://www.polleverywhere.com/). He and other teachers use Schoology and encourage students to submit their assignments on e-paper. Several teachers utilize Schoology to replace paper assignments by posting assignments, test, quizzes, streaming videos and blogs. Teachers using Schoology can customize tests for each student, making it nearly impossible to cheat. Schoology also allows for teachers to look at data and share it with other teachers. Math instructor Andrew Johnson writes his own programs to help students practice and enhance their understanding in the computer lab. He determines the topic on which the students work. His program randomly generates a unique problem with a unique solution for each student. His students must solve the problem on paper, then enter their answers into the program, which provides immediate feedback. Johnson also uses desmos.com/calculator, a website where one can type any equation and display graphs to the class on the front screen. He uses this website to teach the techniques of graphing and to analyze a function and its transformation.

http://www.polleverywhere.com/



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Several teachers also show pieces of TedTalks and videos from YouTube in the classroom. Some teachers use Remind (an app) to remind students of homework/deadlines via text message. Several teachers use Webquests. Business/ROP uses a bank of iPad 1’s for career investigation, market research, comparing sales strategies and researching policies and regulations. One chemistry teacher uses a drop box (dropitto.me) for student work. The District also provides networked teacher drop boxes and personal file hosting for each student. Teachers can access their own students’ work in these drives. We also have grade cam for scanning exams into our grades. We have multiple deaf students with one-on-one paras using computers to caption what the students’ teachers are saying. Teachers also use close captioning on films/videos for the same reason. Supporting Evidence

Master schedule

District site walk through procedures

Posted Lesson Objectives

CFU

Subject Curriculum Maps/ Pacing Guides

Course information sheets

Standard aligned course outlines

Standards based lessons

Daily objective written on board

Back to School Night

8th Grade Parent Night/ Open House

PowerSchool

Course descriptions on public MCS website and SharePoint internal site

Examples of student work

Rubrics, grading requirements

IEPs and 504 plans

Media Carts/ Technology

PowerTeacher/PowerSchool

Two computer labs on campus Differentiated instruction in a variety of ways (media cart- DVD/VHS, projector, and

document camera)



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C2. Student Engagement Criterion

Current Knowledge Teachers at JEHS incorporate innovative methods that are supported by research and professional development activities into their instruction. In addition to all of the above technology, teachers’ computers are currently being upgraded (in phases) to Surface Pros. All teachers use technology in the classroom. Additionally, several teachers have individual whiteboards, conduct partner and group projects (in keeping up with the trends of cooperative learning) and require use of technology for research, graphic arts projects, DNA extraction, labs and ROP (to name some examples). Many teachers start class with Do Now activities or warm ups on the projector. Many teachers are using Schoology to communicate with students and parents, in addition to our grading software (PowerSchool). There are many other examples of technology on our campus (as mentioned in C1). Our video arts and graphic arts programs are heavily based in technology and both have dedicated labs. Guitar and choir use computer-based aps to facilitate reading music. Math has programs that students use to practice skills topics and receive immediate feedback. They also use graphing calculators and graphing calculator aps to answer questions, solve problems or understand concepts. The library provides not only a dynamic collection of both print and digital materials as well as a study area, but is staffed by a full-time library media teacher who collaborates with teachers across the curriculum to develop engaging and effective lessons that develop critical thinking skills and provide instruction and support for student research. Library resources are curated to support student research and New California State Standards curricula and there is also a collection of materials to support recreational reading for our diverse student population. Resources include 28,000 books (print, eBooks, and audio books) and reliable research-based informational text through our online databases which include: Biography in Context, Gale Virtual Reference Library, Opposing Viewpoints in Context, and Student Resources in Context. The online databases support close reading of informational text by providing students the ability to highlight text and take notes on the articles that they are reading. Students access the online card catalog (book search) and online databases from our library website which is integrated with our school website and is available 24/7. The library website is evolving to provide flipped research instruction for students and so far includes the following: Cite Your Sources: MLA Basics, Formatting the Paper, The Works Cited List, In-Text Citation, Avoiding Plagiarism, and the Ethical Use of Information. During teacher training days, instructors join a group online and comment on a thread to show how we are participating and following along. Our District gives us an annual tech survey and we have the opportunity to attend numerous voluntary trainings at the District Office. Teachers receiving new computers are given training as to how to use them.



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Most teachers across several disciplines are now requiring close reading activities. English requires all seniors to answer the UC writing prompts (regardless of post-secondary plans), and translation of classical literature into modern language. Teachers as Coaches

JEHS teachers and classified staff work as coaches in a variety of ways to encourage and facilitate learning for all students. There are numerous programs and clubs offered at JEHS that keep our students engaged, focused and on track toward graduation. There are four teachers on campus that are currently teaching a Success Skills course. This course is designed to address the needs of our students who are either in danger of failing a class or are currently failing. These students are taught valuable skills to help them be successful in their classes. There are tutorial classes before and after school that are available for enrollment and/or drop-in. The Care Center has been a new development for Enochs over the past three years. It is a place students can go if they are having outside influences that are affecting their ability to perform at school. Many students have utilized this program and have reported back that the experience has been very positive. Extended Summer School offerings allow students to retrieve lost credits after school to ensure that they are successful. The Renaissance Program rewards students who have excellent attendance or increased GPA. Additional clubs such as FHA, FFA, LGBT (Spectrum Club), BSU, PALS and PHASST have numerous advisors who offer a “home” to many students and provide the additional support that encourages students to excel and use their differences as strengths. Sports programs, cheer, band, color guard, and additional extra-curricular activities at JEHS provide necessary support and camaraderie that help students thrive. Classroom instruction accommodates all students to maintain a successful class environment. Teachers all around campus are using visuals and different forms of instruction for multi-modal learning. Most teachers provide study questions of some type that can help students study for exams and also help teachers see what information is being retained and used for critical thinking. Our teachers model what they expect to see in student work using techniques such as “I do, We do, You do.” Our marketing classes are run as though they are businesses in which the teacher is the management and students are employees. AP Government has students work on congressional committees. Some Math teachers are using MVP Math, which guides students through the exploration of mathematical tasks in order to enhance understanding. Our extensive Science program offers Science Club, Science Board and Science Olympiad. Advanced Peer Tutoring is used in many core subject classes and is an opportunity for junior and senior students to take on a leadership role in a class they’ve formerly taken by helping fellow students and reinforcing their own knowledge of the subject being taught. Most teachers offer students the opportunity to teach class in the form of presentations. The Schoology program gives access to assignments that they may have missed while absent and offers a pacing that may be more conducive to the student. Many teachers at JEHS have websites which also keep kids linked with their teachers and assignments. All teachers and staff are now using Golden Tickets (rewarded with prize drawings every other Friday) to reinforce positive behavior of any kind around campus.



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Modification forms in Special Education are used to make sure all students are given the best possible learning environment to be successful in their education. The IEP meetings consist of the school psychologist, administrator, teacher, student and parent. The objective is to discuss the strengths and areas for growth of the student and develop modifications that will benefit him or her. Student interventions are an important part of keeping students on track for graduation. We also have PALS programs, which pair General Ed students with Special Ed students in a variety of classroom settings, including SDC and Pura Vida (autism). College bound workshops and counseling events keep seniors up-to-date and organized in their college planning. Many programs on campus partner with local businesses to offer internship opportunities, such as the biotechnology program’s partnership with Sierra Labs and the Veterinary program’s partnership with Sylvan Veterinary Clinic. Department chairs act as coaches for fellow teachers who need assistance getting up to speed with new practices. As part of our push to Check for Understanding (CFU), almost all teachers have systems for calling on non-volunteers and use a variety of pair/share and cooperative learning strategies. New teachers are now being taken on walk through tours of successful classrooms in order to gain in best practices. Many teachers provide additional tutoring opportunities for things like SAT, ACT and college essays.

Examination of Student Work The general population of Enochs teachers use quizzes, exams (including but not limited to benchmarks), projects, essays and labs (in addition to ongoing homework assignments) to evaluate students’ understanding of material and inform instruction. Many teachers are using bell ringers and warm ups and use quadrants to plan lessons and project-based learning. The History department is using DBQs and requiring extensive interaction with primary sources. The English department offers multiple opportunities for students to access, organize and assemble/present information. Research projects are a part of the curriculum in English. These are an example of structured learning, and the students must inquire and gather evidence for their projects. Oral presentations provide the opportunity for students to organize and present information to their teachers and peers. ERWC units (set forth by the CSU system) are taught at every level of English and provide the entire curriculum for seniors. TBEAR paragraphs (an evidence-based paragraph structure created by 9th grade English teachers at Enochs) are the writing focus for English 1-2. The structured paragraph format of writing helps the students organize their writing. Most English teachers assign OSRPs (outside reading projects/ book reports). These provide students with the opportunity to access books and to communicate what they’ve learned with their peers. English uses District-provided online performance tasks as well as District-provided and scored constructed responses for grades 9-11. Students analyze articles, and they are instructed to submit an essay online to determine the students’ levels of critical thinking in writing. Teachers from around the District volunteer to score the essay using a four point rubric.



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Students have several different opportunities to communicate with teachers and peers via technology. Schoology offers discussion posts. Some teachers are using this on a weekly basis. Some are also using it for vocabulary testing and general assessments. Students can access their scores online, and teachers can provide feedback online as well. Student work is reviewed on Schoology by creating statistics charts; this determines the degree to which students are comprehending the assignments. The data is discussed with the students in an attempt to address their strengths and weaknesses. JEHS teachers use a variety of technological resources to actively engage students, emphasize higher order thinking skills, and help them succeed at high levels. Specialized equipment is used in some classrooms to engage students. AP Spanish uses TEMAS, which allows students to collaborate and discuss topics online. They also do a lot of group work on projects and presentations, which provides evidence of discussion and problem-solving skills. Our Forensics Biotechnology Academy uses computer resources which include but are not limited to the following: Google Docs, Google Sheets, Scholar, polymerase chain reaction devices supported with computer software, laptops using Microsoft Office which includes PowerPoint, MS Word and Excel. Non computer-related technology resources include but are not limited to the following: electrophoresis devices, micropipettes, digital analytical balances, non-computer digital probes for temp, conductivity and pH. On a really exciting note, Hitachi has been loaning our Forensics Biotechnology Academy a TM3030 Scanning Electron Microscope with computer for a couple of months per school year. This is a highly valued piece of equipment and students schedule their time with it in advance. Some students have continued what they started on this microscope after going off to college. Our Video Arts program made a video about the cross-curricular impact this microscope has had on our campus. Hitachi was so pleased with the video that the company has used it for promotion and is now looking to give us several high-end technical microscopes for permanent use. Enochs is adopting turnitin.com this year. This is plagiarism prevention software that has been used at some of the other high schools in our District. It has been very well-received and Enochs teachers (especially the English department) are excited to start using it. JEHS uses a wide variety of methods to engage students beyond textual means which are emphasized in both New California State Standards and Next Generations Science Standards. Project-based learning (PBL) has a strong presence through numerous assignments done by Enochs students. For example: poster design and presentations, booklets, masks, and art objects just to name a few. Science students perform advanced investigations using both cross-curricular designs (Hitachi project spring 2015) and model organism growth and characterization (yeast unit). Numerous non-text labs including chemistry, biotechnology and physics core concepts are accomplished. Students work in cooperative laboratory groups to both perform assigned lab protocols as well as design their own investigations from given criteria without instructions,



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requiring higher-order thinking skills. Advanced math skills requiring calculations of standard deviation and regression allow for determination of unknowns laboratory forensic studies. Building on previously learned concepts, teachers work to move students up Bloom’s Taxonomy as they engage in lessons. Our students do everything from engine rebuilding to essays in a foreign language. All courses adhere to a strict school policy of final exams and all instructors are required to provide an extensive plan for each final exam/ standards addressed to the Associated Principal of Curriculum and Instruction approximately one week prior to final exams each semester.

Real World Experiences JEHS students have many opportunities for real world experience. Students actively participate in job shadowing, apprenticeships, and community projects which are directly applicable to their daily lives. We have SPIE guest speakers from assorted aspects of the business community. We also hosted a Day of Respect this year, in which several guest speakers attended English classes throughout the day to speak on assorted current issues. The following Program Offerings, or Pathways, are offered at JEHS: Forensic/Biotech Science, Cinema and Graphic Arts, Pre-Vet Science, and Employment Opportunities. Forensic/Biotech Science is designed to give students an introduction to the scientific concepts and laboratory research techniques currently used in the field of biotechnology. Graphic Design gives the student an opportunity to acquire the technical knowledge and skills needed for successful entry level employment in the printing trade or toward college level Graphic Communication and Design. Pre-Vet Science courses give students the opportunity to explore the world of Veterinary Science. Employment Opportunities Pathway courses offer a hands-on approach which allow students to learn skills that are applicable to all facets of life and provide opportunities to be placed in internships for the purpose of building work history. Regional Occupational Programs (ROP) courses, offered in cooperation with the Yosemite Regional Occupational Program, enable students to develop marketable occupational skills, knowledge, abilities, attitudes, and work habits in order to upgrade skills, obtain a job, and/or prepare for advanced education training. Approximately 20 different ROP courses are offered both on and off campus. Annual Occupational Olympics is a countywide competitive event for all vocational education students. The Career Center offers several programs that provide students access to career awareness, exploration and preparation. The ASVAB Career Exploration Exam is administered every October to 10th, 11th, and 12th graders (approximately 110-120 students participate) and interpretation of the results is provided by ASVAB administrators. Many individual classes offer real world connections. In Social Science, the civil engagement film and lecture series provides access to real world experts in the field. Many teachers also apply history lessons to current events. All of the curriculum in AP Statistics and Financial Math are related to real world applications. Many other classes, such as Speech, Science, English and



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Spanish provide real world opportunities on a daily basis. Students can also use their phones (with permission from teachers) to conduct quick/current research in class. Through the use of Naviance, all 9th graders (approximately 600 students) are pulled out of Health Class for 2 days to participate in a Career Workshop, during which students take the StrengthsExplorer career assessment, explore career pathways based on career assessment results, print a personal resume and are given tools to explore college opportunities. They also create a resume and learn the importance of becoming involved at school and in the community. The workshop encourages freshmen to be successful and to start looking at their options after high school. Career Day is held each year during the month of April, which serves all students (grades 9-12) enrolled in a Science class (approximately 2,000 students participate). Approximately 25 different career speakers participate in Career Day and students select the speakers of their choice, whom they listen to in a classroom setting. The Work Experience Coordinator in the Career Center meets with employers on a regular basis, works as a liaison with Military Recruiters and the Stanislaus County Outdoor Education Department, and also assists students with finding jobs, interviewing skills, completing job applications, creating resumes, filing taxes and issues in the workplace. Students can participate in Mock Trial, speech and debate, leadership and many other extracurricular activities that provide real world opportunities for growth. Our seniors are well-supported with field trips to colleges and universities as well as labs and projects that reflect or demonstrate real world examples. The new emphasis on STEM/STEAM/NGSS type inquiry helps bridge the gap between school and real world applications. Modesto City Schools and Stanislaus County Office of education are partners in Science with MIC.

Supporting Evidence

Classroom Media Carts - Computers, Projectors, Document Camera, DVD & Speakers

Use of computer labs (Word processor, spreadsheets, PowerPoints, Prezi Presentations, Internet browser, Audacity)

Computers on wheels (COW) – Mobile computer lab

Prezi – use of online presentation software

Internet Browsers (documents and videos)

Audio Recordings

Teacher Work Days/Training Days

Online Social Media

Schoology (mcs.schoology.com)

Peer & Teacher tutoring (SOAR)

Modification forms IEP/RS

Student Intervention SST



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PALS

Master Schedule (Success Skills and Tutoring classes)

Clubs and Activity offerings (ASB)

Athletics

Fine Arts Program (including video arts)

Career Center

Renaissance Program

Teacher Websites

Extended Summer School (ESS)

Job placement/ Internships

Field Trips

Career Research Presentations 10th

ERWC Units

English 1-2 TBEAR Graphic Organizer- student TBEAR paragraph

English 1-2 Novel Report- student book report

Performance Task Samples

Library schedule and usage statistics for research projects (Library Computers)

PowerSchool/ PowerTeacher

Student Surveys

Yearbook student samples

Journalism student samples

Video Arts student samples

Art & Photography student samples

Project Based Learning in several disciplines

Labs in various Science classes

Pathways Program Offerings

Regional Occupational Programs

ASVAB Career Exploration Program

9th grade Career Workshop

Career Day

Work Experience Program

Guest Speakers in the classrooms

Performing Arts: festivals, competitions, performances

Occupational Olympics

Speech and Debate Program

Mock Trial

Leadership

Clubs

Staff Kids Christmas Party

Perfect Turkey Dinner Program through the Salvation Army

Relay for Life



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Gallo Leadership Camp

American Legion Boys State and Girls State

Gallo Scholarship Internship

Stanislaus County Leadership Academy

Floral Design selling flower arrangements

Ag Program at the Fair

Fun with Science Night

ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs. Summary:

All students at JEHS are enrolled in College Preparatory (CP) classes and are placed appropriately in order to have challenging learning experiences. Most teachers are using stated and/or posted daily objectives so that students are aware of their learning goals each period/ week. Many teachers also include a written or verbal agenda of each class’s plan so that students know where they are headed each day, including what is required of them to produce by the end of the lesson. In the classroom, multimedia instruction is the norm. Teachers often use videos and internet graphics relating to the topics of the day’s lesson. Most teachers across several disciplines are now requiring close reading activities. JEHS teachers and classified staff work as coaches in a variety of ways to encourage and facilitate learning for all students. There are numerous programs and clubs offered at JEHS that keep our students engaged, focused and on track toward graduation. Students have several different opportunities to communicate with teachers and peers via technology. Schoology offers discussion posts. Some teachers are using this on a weekly basis. All 9th graders participate in a Career Workshop, during which students take the Naviance Strengths Explorer career assessment, explore career pathways based on career assessment results, print a personal resume and are given tools to explore college opportunities. Career Day is held each year during the month of April, which serves all students (grades 9-12) enrolled in a Science class. Prioritize the strengths and areas of growth for Category C. Category C: Standards-based Student Learning: Instruction: Areas of Strength

1. The Enochs Care Center. 2. High degree of cooperation by staff in past. 3. Most teachers within a subject develop common lessons, classes stay relatively close. 4. Pacing guides & timelines provide consistency across classrooms. 5. Use of current/effective instructions techniques (pair-share, non-volunteer response,

C.F.U.’s) to keep students engaged.



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6. Teachers offer students opportunities to actively participate in class. 7. A Collaborative faculty. 8. Technology: Schoology, Multimedia instruction, PowerSchool, Turnitin.com. 9. Most teachers are open to new instructional strategies and sharing.

Category C: Standards-based Student Learning: Instruction: Areas of Growth

1. New Technology – Training. 2. While computer labs are fewer, training is needed to use the computer carts. 3. More frequent & formalized peer review via walk through & debriefs. 4. While multimedia may be commonly used it is inconsistently repaired and replaced. 5. Collaborating on common teaching practices to implement new standards. 1. More sub group based engagement techniques that are research based, such as chunking

lessons. 6. More Career & Technical Education options. 7. More teachers given a 5th period prep to help tutor students at lunch. 8. NGSS building labs that are student driven & inspired.



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Category D: Standards-based Student Learning: Assessment and Accountability

D1. Using Assessment to Analyze Monitoring and Report Student Progress Criterion

Professionally Acceptable Assessment Process

JEHS teachers use both formal and informal types of assessments to monitor student learning. Objectives (and sometimes related standards) are posted on a daily basis so that students are held accountable for what they are learning that day. Quizzes, tests, and other forms of assessments are measuring tools that validate progress towards the learning objectives. In addition to teacher writing assessments, JEHS staff also rely on CST/CAASP data, District interim assessments/ benchmarks/ constructed responses, semester finals, MOSIS, project based learning and research projects to measure student progress. Informal types of monitoring such as whiteboards, think/pair/share, all hands up, and exit cards also provide useful feedback that helps with instruction.

The process for District embedded assessments is seen as top down and not open to discussion by some staff members. To ensure teacher voice in assessments, District provides time for committees of teachers and administrators to create assessments through SchoolCity.

Monitoring and Reporting Student Progress JEHS teachers effectively communicate with District administration, site administration, students, parents and each other in a professional and ongoing manner. In turn, the District does an effective job of relaying information to the schools and community regarding any state mandated tests such as CAASPP and CAHSEE results. Keeping parents informed of tests scores such as PSAT, SAT and ACT is essential in maintaining academic readiness. Our school site administrators effectively and continuously promote high academic standards by communicating test results to the staff. Teachers provide students/parents with unit or chapter test scores and other quiz/exam grades through the use of PowerSchool or personal teacher websites. JEHS staff feel that making this information readily available to both parents and students promotes academic ownership and improves college readiness. Parent/Community and Student Achievement JEHS staff believe that assessments are a key indicator of student progress at our school. Teachers on site use a variety of assessment methods to evaluate student progress throughout the school to monitor student learning/achievement. The goal is to utilize these results to tailor instruction and report student progress to site administrators, District and parents. JEHS staff are efficient, effective and proactive about student progress and results. We continuously strive to keep our students/parents informed by providing updated grades on PowerSchool and one-on-one communication with students. The District website is another method by which our school



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and District keep the community (parents) informed about school events or academic achievements. JEHS also has a Facebook page on which we pride ourselves in updating any positive accomplishments.

Teachers on site employ a variety of methods and a wide range of assessments to evaluate student learning. The lessons and resulting assessments align with the New California State Standards, STEM and NGSS. Student progress is made available to site administrators, parents and District officials through a variety of reports, articles, news media, and online methods e.g. PowerSchool. Monitoring of Student Growth

Staff use a variety of checks to monitor student growth and progress, which include both cumulative and formative assessments, in-class checks for understanding (CFU’s) and a variety of other methods. API data, District assessments (benchmarks) and CASSP reports also supplement student growth by offering a different perspective on student learning /progress. Special Education students, ELD students and students with other needs are monitored by the Special Education/Resource staff and general education teachers to measure student growth. JEHS teachers work closely with other staff, coaches, parents and administrators and use a variety of grade checks including PowerSchool, progress reports, and weekly grade checks to insure that students are not only meeting the learning objectives but also showing growth. Support is given to those students that struggle with concepts through a variety of means that include peer tutoring, extra time, additional review and homework. This overall continuous questioning/ monitoring of student progress provides opportunities for remediation. This is even more effective with today's technology. Our goal is to continually monitor student growth through graduation. Some departments feel that benchmarks need to be better written and more carefully aligned to the standards. Basis for Determination of Performance Levels The academics offered at JEHS are both rigorous and relative to today’s 21st century learner. They follow the course outlines as prescribed by the District office and are developed/aligned with the California State Standards of achievement for each grade level. All JEHS teachers provide syllabi which detail course learning objectives, grading policies and criteria, course materials and classroom behavior expectations. The syllabi are made available to all students, administrators and parents and are also provided at Back to School Night. Supporting Evidence

District benchmarks/interim assessments/constructed responses

District committees who analyze test/essay results and plan for future modifications

Benchmarks provide information to the students, teachers and District about student performance

Articles published for state results and grades released quarterly

Progress reports

Use of PowerSchool by parents, students and staff

The use of SchoolCity allows administrators to compare teacher results at both the



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school site and District-wide

MOSIS

Fitness Gram Test provides information on students’ fitness.

Teacher and parent email

State results discussed at school board meetings

GradeCam in congruence with PowerSchool allows for formative and summative assessment

Teachers collaborate about benchmark results and allow for reflection to adjust or reteach lessons

Guest Speakers

School website, newsletter and phone dialer

Teachers set data-driven goals

Data presentations of scores on standardized testing

College bulletins and scholarship information is readily shared with parents/students

Standardized Test data:

o CAHSEE, CAASPP (formerly SBAC), CELDT, AP, SAT/PSAT, ACT, API/AYP

Local Testing

o Written chapter/unit tests

o Semester 1 & 2 Finals

o Physical fitness assessment (PE)

o 9th grade reading tests

o School City reports

Meetings for parents – Coffee with Counselors.

CTE, Connection to business and industry mentors through ROP

Performance based objectives written on the boards in classrooms

School Report Card is available online

Presentation of standard scores as compared with other schools

Student Engagement

o checks for understanding

o whiteboards

o think/pair/share or think/write/pair/share

o exit cards

o thumbs up/down

o Jeopardy review

o labs & demonstrations

o Chapter tests/quizzes

o labs (Science)

o quarterly/semester project

High expectations, high performance, high results

Collaboration among ELA teachers for categories and common rubrics for ERWC



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D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion Appropriate Assessment Strategies Modesto City Schools and JEHS effectively analyze and disaggregate all students’ performance data. JEHS provides all important data to parents, the community and other stakeholders through traditional methods as well as through technological means. Teachers use students’ assessments to measure their progress toward acquiring a specific body of knowledge or skills using a variety of assessments. Student grades, growth and performance level are determined using multiple assessments. Information from assessments is used to strengthen achievement for all students. Certificated and classified staff maintains the integrity of assessments given to students.

Demonstration of Student Achievement To demonstrate achievement of academic standards and SLOs, students participate in a range of programs and assessments including CAASPP, District benchmark/interim assessments, finals, unit exams, projects, labs, activities, oral presentations and (until recently) the CAHSEE. JEHS certificated staff and District level administrators regularly examine standards-based curriculum embedded assessments. Teachers use results of standard-based curriculum embedded assessments to modify the teaching/learning process. JEHS uses a variety of assessment tools to monitor the progress of all students toward meeting the academic standards and SLOs. Curriculum-Embedded Assessments All teachers in our District administer common subject area benchmark exams within a testing window each quarter. Teachers in grade-alike departments then discuss the data in an effort to review strengths and areas for growth. All members of the Science teaching staff use standards-based, curriculum-embedded assessments that demonstrate students applying their knowledge. Using site-generated assessments, all Science teachers make formative assessments which are used to inform instruction, then summative assessments which gauge the understanding by the students. Application is assessed through numerous lab activities that require students to give evidence of high level thinking skills. The ELA department does not have standard curriculum-embedded assignments that we all use. We do, however, have District-based interim assessments, but these are not particularly helpful to our instruction based on the nature of the assessment being broad in scope. Often how we assess (essays/paragraph writing) is not accurately exemplified in our District assessments.



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Modification of the Learning/Teaching Process As mentioned, quarterly benchmarks are given in ELA, Math, Science and Social Science within a given window (most senior classes do not have a benchmark). The results are scored and imported into SchoolCity. SchoolCity which breaks down the assessment data by site, grade level/subject level and teacher. The analysis consists of strand analysis, percentage of answer selection and overall results. Departments utilize department meetings and/or collaboration meetings to discuss the data and analysis to adjust curriculum, pacing and the need for re-teaching. During the life of the CST/STAR exam, there was an evaluation of the data and how closely the District benchmarks were correlated to statewide assessment. As we transition to the CAASPP and obtaining longitudinal data, we will continue to evaluate the correlation of the benchmarks to the CAASPP.

Supporting Evidence

SARC

Information Distribution: MCS board minutes, newsletters, announcements, social media, electronic marquee at school site, school websites, District Office, SchoolCity, Schoology

School reports, progress reports, quarterly and semester report cards

State testing reports: CAHSEE, AP, PSAT, CAPA, CMA, CELDT, CASSPP

School to home communication emails, phone calls, phone dialer, principal’s letters, school messenger, counselor letters, and PowerSchool

IEP documents

Teacher generated course syllabi

District benchmark exams and common finals

California Physical Fitness Test (Freshmen Only)

Classroom assessments

Evidence of use of disaggregated data to strengthen instruction

Scholastic Reading Inventory results

Site/District testing calendar

Affidavits signed by all proctors

Proctor training sessions

Projects

Competitions (Academic Decathlon, Science Olympiad, Mock Trial)

AP Test results

Minutes from department meetings

Analysis of reports generated

Disaggregated District testing data

District meetings

Graduation rates

ASVAB test results

EAP exam results



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Walkthroughs protocols/ walkthrough data

Extra-curricular and co-curricular activity participation information

Attendance data

Pathway data

Variety in assessment project, exams, essays and discussions

Often teachers create multiple version of exams given to different periods in order to maintain the integrity of assessment

Student achievement measures are tied to college and career readiness often in ROP programs

Meeting A - G Requirements

Teacher expertise to assess and evaluate students with open ended questions

Lab write ups

DBQ Project in Social Science classes

Open response tests show students understanding and applying what they learned

Writing that demonstrates understanding

Objectives aligned to standards

Student essays directly aligned to standards using reading analysis/ critical thinking

Collaboration using student work samples

ROP's participation in Occupational Olympics competition with school prepared projects that are judged by business and community

Math 180

PowerTeacher/ PowerSchool

Interventions with students who are failing

Random student selection for oral response

Explicit direct instruction is being used in appropriate settings

Teachers actively evaluate student work while they walk the room

Re-teaching, adjusting unit and pacing guides annually

We Survey Student Data

Pacing calendars



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D3. Using Assessment to Monitor and Modify the Program Schoolwide Criterion Assessment and Monitoring Process Stakeholders have a positive impact of student success at JEHS. The local stakeholders receive consistent communication regarding student performance and have a positive impact on student success. The results of the state and school assessments are shared regularly with and reviewed by the governing board. With District administration knowledge of state regulations, the assessment process is continually monitored for accuracy and efficiency for the well-being of student academic progress. The Modesto City Schools administration is involved in disaggregating testing data for teacher use, organizing the writing of benchmark assessments and facilitating District walkthroughs. The District’s involvement contributes to teacher effectiveness and provides students with greater academic success. Department chairs at Enochs participate in District-level monthly department meetings where testing data is discussed. This information is shared at the site level during department meetings. The data is also analyzed on the site level and collaboration occurs as to how to better impact student progress and mastery of the standards. Certificated staff can access SchoolCity to monitor student progress in regards to District and CAASPP exams. Schoolwide Modifications Based on Assessment Results JEHS continually makes changes in the school program based on the drive to improve assessment results. Enochs addresses the learning needs of all students. Teachers use appropriate assessments to measure student progress towards achieving academic standards. Assessment data is collected and analyzed regularly in content-specific departments and used to make changes and modifications in curricular and instructional practices. This drives decisions for school programs, professional development activities and resource allocations. Stakeholders are invited to be involved in assessment and monitoring of student progress toward the academic standards. Departments continue to be trained in the new standards, including NGSS.

Supporting Evidence

Governing board meeting minutes

District testing data

Department meeting minutes

PowerSchool data

MOSIS data

School Accountability Report Card (SARC)

Report cards (progress reports, quarterly and semester)

School Site Council agendas and minutes



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Parent Newsletter

Automated phone messaging system utilized to disseminate important information to parents

4-Year plan meeting in fall with students

Quarterly benchmark exams/ constructed responses

Back-to-School Night, Open House & College Night

Faculty/department meetings to analyze data

School City data

Schoology data

Ballots

LCAP

CAASSP Results published

Data evaluations

All standardized test scores are available online for review by all parents, students, teachers and other stakeholders

Open door policy for administration

Student awards

Teacher websites

Governing board meeting minutes

District testing data

SST,IEP,504 meeting minutes

ESS students

Summer School

G230

CAASSP results distributed by the principal

SchoolCity training and data

New California State Standards training agendas

EDI training agenda

ESS course catalog

Math Tutoring

Renaissance Program

Staff In-service during August

Reading sessions clinic

Collaboration schedule ELA, Social Science, Math coaches help provide PD

Identified groups that are high-risk and in need of support (failing freshmen, EL)



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ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category D are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

Summary: The academics offered at JEHS are both rigorous and relative to today’s 21st century learner. JEHS teachers use both formal and informal types of assessments to monitor student learning. Objectives. Teachers provide students/parents with unit or chapter test scores and other quiz/exam grades through the use of PowerSchool or personal teacher websites. JEHS staff feel that making this information readily available to both parents and students promotes academic ownership and improves college readiness.

Modesto City Schools and JEHS effectively analyze and disaggregate all students’ performance data. JEHS provides all important data to parents, the community and other stakeholders through traditional methods as well as through technological means. Teachers use students’ assessments to measure their progress toward acquiring a specific body of knowledge or skills using a variety of assessments. Student grades, growth and performance level are determined using multiple assessments. Information from assessments is used to strengthen achievement for all students. Certificated and classified staff maintains the integrity of assessments given to students.

JEHS continually makes changes in the school program based on the drive to improve assessment results. Enochs addresses the learning needs of all students. Teachers use appropriate assessments to measure student progress towards achieving academic standards. Assessment data is collected and analyzed regularly in content-specific departments and used to make changes and modifications in curricular and instructional practices.

Prioritize the strengths and areas of growth for Category D.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Strength

1. We are often at the top of our District on state tests and benchmarks. 2. PowerSchool is a great tool for monitoring student progress and discussion with parents. 3. Common strategies, specifically integrating close reading of informational texts with the

exercise of answering text-dependent questions, and following up with writing tasks appear to have a correlation between practice and results.

4. Students have many opportunities to demonstrate proficiency. 5. Access to data to facilitate discussion about what we can do to change or modify what

we do.



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Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Growth

1. Need to improve formative assessments. (CFU – consistent in as part of daily routine). 2. Commit to improving attendance for students. 3. Improve awareness of EL students. 4. Time to review/revise benchmarks. 5. Improve correlation between benchmarks and state tests. 6. Teacher/Parent communication.



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Category E: School Culture and Support for Student Personal and Academic Growth E1. Parent and Community Engagement Criterion

Regular Parent Involvement

Administrators and teachers organize special events to entertain, inform, and encourage parental and community participation. We use a variety of methods to promote them to our community/parents. Each year we have many special events and school committees which provide excellent opportunities for parental involvement such as student productions, field trips, exam proctoring, and guest speakers to name a few. Of course, all families are invited to Back to School Night (to attend their students’ classes in the form of a mini-schedule) and Open House in the spring, which includes an eighth grade welcome/orientation for incoming students and their families as well as an explanation of AP course offerings and explanations. The school maintains a thorough website of calendars, links to PowerSchool, forms and other pertinent information. Parents and students can access PowerSchool using any Internet connection in order to obtain the students’ most recently updated grades at any time. We mail out monthly newsletters to all families. Teachers are emailed to solicit any additional contributions for the letter. We have a very active Boosters program, which offers extensive support to our athletic programs and many opportunities for parents to volunteer in fundraising efforts. This year, we just started Counselor Coffee, where parents and students can have coffee/ spend time in the morning with their counselors. We offer a lot of career-related and community business opportunities. We have Career Day, ROP programs that extend into local businesses for students to gain hands-on experience, and Stanislaus Partners in Education (SPIE) internship programs that offer real-world experience for the classroom. Parents are invited and encourage to attend Student Attendance Review Team (SART) or truancy step meetings to partner with the school on attendance-related concerns associated with their own children.



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For our non-English speaking parents our English Learner Advisory Committee (ELAC) helps educate English learner parents on the importance of attendance and available support programs. This also provides an opportunity for many Spanish-speaking parents to ask questions and provide the school information to help their ELs be more successful. JEHS hosts 5 ELAC meetings each year, where parents and administrators can review the single plan for student achievement as well as attendance records. Administration ensures that a translator is present, so the information is clear and accessible to the EL parents. The ELAC is responsible for advising the principal and staff on programs and services for English learners and the School Site Council on the development of the Single Plan for Student Achievement (SPSA). Most of our important mailers are also bilingual, in Spanish and English. Use of Community Resources Enochs utilizes a wide variety of community resources to support students. The Enochs Care Center (ECC) uses community resources to address the emotional and/or mental health issues of our students. Our Forensic Biotechnology Career Academy has involved our community with their Advisory Committee, Postsecondary Partners and Business and Community Partners. Our Science Bowl is supported by Modesto Irrigation District. Our Financial Math program brings in guest speakers to discuss financial topics. The Veterinary Science Pathway is articulated with Modesto Junior College and has developed the following community partnerships: Sylvan Veterinary Hospital, Valley Oak Veterinary Center, River Oak Veterinary Hospital, Lander Veterinary Clinic and the Escalon Small Animal Clinic. Our Mock Trial program has a partnership with the Stanislaus County Defenders’ Office. Local attorneys serve as coaches for our team members. The student leadership class partners with Delta Blood Bank to host three blood drives each year on campus. The leadership students participate in the Salvation Army Perfect Turkey Dinner and their Annual Toy Drive. The class is also involved in the Modesto Bee Kids Day. The Gallo Center for the Arts offers special matinée programs for classes to watch. Parents of Special Education students are encouraged to participate in the Modesto City Schools Community Advisory Committee (CAC). The CAC unites parents, educators, agency personnel, and members of the community in a common goal of ensuring that children with exceptional educational needs receive an appropriate education. The CAC meets monthly and serves as a valuable resource to families within the District. Special Education students may also participate in the Vocational Based Instruction Program (VBI) which partners students with local businesses for on-the-job-training with partners such as Save Mart and Costco. Students in various ROP courses are connected with community resources that support student learned in their classes through real world on-the-job training, field trips and guest speakers. Community resources included Doctors Medical Center, Memorial Medical Center, Hy Lond Convalescent Hospital, Modesto Fire Department, Adrian’s Beauty College and California Beauty College (among others). Modesto Sunrise Rotary sponsors our annual Career Day by providing guests speakers as well as a monetary donation so we can host a luncheon for our speakers and educators to meet and



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network with each other. In addition, many community members, parents and businesses are invited to present each year. We have several presentation/interactive workshop programs that are brought in by the community each year. Youth for Christ provides an informative and eye opening Point Break program for all of our 9th grade students. The focus of the program is self-awareness, compassion, tolerance and self-confidence. Eagles for Christ invites guest speakers and pastors to speak at events open to the entire campus. Without Permission, Inc., is a local organization whose mission is to educate our community about human trafficking; they presented an assembly to our entire student body. The Every 15 Minutes program is presented to our juniors and seniors. This program brings many of our community’s first responders to our campus. Students not only see the tragic consequences of drunk driving but get an up-close look at our local law enforcement and emergency community members in action.

Supporting Evidence

School Newsletter

Automated Phone Dialer

School Webpage

Facebook

Mass Emails

School Marquee

School Site Council

English Learn Advisory Committee (ELAC)

Booster Clubs

Career Day

Grad Bash

8th Grade Parent Night

Senior Parent Night

Eagle Awards

Student Concerts

Drama Productions

Dance Productions

Talent (Enochs Idol)/Fashion Shows (GSA/ Yearbook)

Field Trip Chaperones

PSAT Exam Proctors

Eagle Foundation Members

9th Grade Point Break Workshop

11th/12th Grade Every 15 Minutes

Intervention Workshops/ Assemblies

Success Skills Classes

Tutoring Classes/ Drop-in



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Student Study Teams (SST)

Student Attendance Review Team (SART)

Truancy Step meetings

G230 Online (District)

List of Enochs Care Center Services

8011 Forensic Biotechnology Career Academy 2013 Annual Report

Modesto City Schools Community and Advisory Committee (CAC) Information Handout

Regional Occupational Program – High School Course Guide (MCS/SCOE)

Career Day Schedule of Speakers/Speaker List

Career Day Invitation Letter

Mock Trial Program

Various Leadership Promotions

Human Trafficking Flyer



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E2. School Environment Criterion Safe, Clean, and Orderly Environment This year, we launched a new school-wide culture program in which all students and staff should be and feel safe, responsible and respectful. We have a Positive Behavior Matrix and other positive behavior incentives happening across the campus. We hosted our first annual Day of Respect with guest speakers in all English and some foreign language classes. Speakers addressed a variety of issues related to discrimination and bullying. Due to some fights at the beginning of our school year, we had guest speakers come into our staff meeting to discuss staff responsibilities in breaking up fights and maintaining safety at our school. In the event of a fight or other behavioral disruption, we have a Supervision Office that is fully staffed. Our expulsion and fighting rates have lowered substantially. Our school keeps our grounds safe by making it mandatory for visitors to check in and having posters in classrooms of safety hotlines. We frequently and successfully practice fire and lockdown drills and always feel safe with campus supervisors and police officers on campus. We participated in the Great Shakedown, a statewide earthquake drill. Students with any non-academic problems can easily access our Care Center. All teachers have special passes that students can easily use without having to wait for one to be written up. At the Care Center, they can get help with threats, social, emotional and overall health. We have also been trying to enforce the First 10/ Last 10 rule, which keeps students in the classrooms (except for emergencies) during the first and last ten minutes of class. All students at Enochs are required to take the Internet Safety Tutorial and Agreement (ISTA) by the end of the first quarter to ensure proper use of online curriculum, instruction and support methodologies. Students must complete the ISTA or their network password will be reset, requiring them to complete the ISTA for further use. With regard to the Internet, students all take an annual Safety Tutorial that has been updated to include warnings against cyber bullying and other inappropriate forms of Internet usage. Our campus is beautiful. We have awesome custodians who take care of school grounds and are always there to help out teachers when needed. Our school’s recycling programs continue to expand with bottles/cans as well as paper recycling in all classrooms and recycling bins for prominent locations outside. High Expectations/Concern for Students Our Collaboration days, focusing on New California State Standards, allow all teachers to work together and come up with goals to help our students succeed. The Care Center helps student manage anxiety and stress so that they can return to class more focused and prepared to contribute. Our new culture program works to promote a safe, responsible and respectful campus. All of our freshmen go through the Point Break program, which promotes compassion and self-awareness. If there is a specific issue or problem happening on campus, our principal



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will make a special announcement over the PA system. We also offer peer counseling, a school psychologist, a mentoring program and a staff who genuinely care about the well-being of our students. Students can participate in a wide variety of clubs, activities and sports in addition to our vast offering of academic options and pathways. On a campus this big, there really is something for everyone.

Atmosphere of Trust, Respect, and Professionalism As with most schools, students obtain citizenship grades in addition to their academic grades. Our new Positive Behavior Matrix and culture are promoting safety, responsibility and respect. On the whole, our staff work well together and many teachers collaborate. Students have enjoyed seeing teachers conduct peer observations of each other in order to gain insight on best teaching practices. For the most part, our campus really has mutual respect amongst staff and students, which is based in trust and professionalism. On a campus this large, it is hard for teachers to get to know the teachers in other departments, especially those with different lunch periods, but we try to make the most of our collaboration time and some teachers use it to work on cross-curricular projects. All departments have monthly meetings in addition to our collaboration time, which (for the most part) we may use as we see fit. Our administration is very open to suggestions as to how we use meeting time of all varieties. Overall, the morale of our teachers is positive and students know that they are in an environment in which the adults care about them. We have two Lighthouse Awards that are given at each month’s staff meeting. The current award holders determine the next month’s award recipients (and so forth), who can be anyone on staff (certificated or classified). So, it is a peer-to-peer award that is used to recognize efforts that might not be visible to everyone.

Supporting Evidence

Great job by custodians

Lowered expulsion and fighting rates

Visitors sign-in

Safety Hotlines

Fire Drills and Lockdown Drills

Campus supervisors readily available

New California State Standards (Collaboration Days)

Care Center

School Clubs

Positive Relationships between co-workers

Eagle Awards

Lighthouse Awards

Art Shows for art students



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E3. Personal and Academic Support Criterion Adequate Personalized Support JEHS makes available several options for students to be successful in curricular and co-curricular activities while making connections to the academic standards, the college and career readiness standards, and the Schoolwide Learner Outcomes. As mentioned, we are promoting a specific culture of respect, safety and responsibility. With our Care Center, school psychologist and counselors on hand for emotional and health issues as well as new leadership in the counselling department, each student is being monitored academically and can access mental and physical health services as necessary. The academic counselors make sure that each student is on track for graduation. If not, they help the students to schedule additional classes (in the form of ESS or as part of their normal day if the struggling students are seniors) and make a plan to get back on track. Counselors are available to students before school, during lunch, after school and by appointment. They are also available to meet with parents at times that work for the families. IEP, SST and 504 meetings involve all stakeholders. We also have a dedicated college counselor. We offer multiple Success Skills classes with health and math teachers. We also offer zero and eighth period Tutorial classes that can also help students gain units or can be utilized on an as-needed/drop-in basis. We have IEPs and SSTs as necessary and our teachers are very active in emailing one another and/or counselors and parents when a student appears to be struggling. Our Resource and Special Education teachers in general are very communicative with traditional classroom teachers. Most of our teachers provide one-on-one help to students who ask for it outside of class hours. As a whole, our campus is very vigilant about monitoring student progress and intervening as necessary. Enochs attracts a diverse pool of students who are looking to find their respective niche in the school’s dynamics. This is offered in Student Clubs of various groups who seek to participate in cultural heritage, support in academic growth, artistic (creative) exploration, social/interpersonal relationships, friendship, spiritual/philosophical growth, community service and exploration of careers and the future. These clubs allow students to be actively involved, reinforce goals, and encourage lifelong learners and social responsibility. Enochs student-based organizations are administrative/teacher supported with a myriad of purposes. These Enoch clubs each meet or satisfy a goal or demand. Enochs High has developed four Academic Pathways with emphasis on a particular vocation/career or area of interest being studied in a series of related coursework. Those offered on this campus are Cinema and Graphic Arts, Employment Opportunities, Pre-Vet Science and Forensic Biotech Science. Course content within the pathways is connecting and empowering students to develop their talents and discover their career paths. At Enochs, this is done through project based learning with hands-on experience. These pathways offer students the opportunity to see if these fields of study are good fits for further study at college and in careers. Students who select one of these pathways can enter at the freshman level and follow a complete four year schedule. Courses help prepare students to enter into the respective workforce or continue to further their education in college level courses. Some pathway material satisfies Science or



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practical art graduation requirements. The support offered by Enochs pathways allows students to stay together as a group while engaging in cross-curricular activities, field trips and industry guest speakers. These students often enhance their education with job site training in the community and employment in the respective industry sector. Students living outside the Enochs attendance area (within Modesto city Schools) can be accepted on Intra/Inter District transfers, of which we have many. Field trips have become part of the Enochs link of curricular activities to all levels of academic standards. These field trips are available to students for the purpose of providing various experiences central to the Enochs educational mission. They enhance and make relevant real world connections to many academic course areas. Field trips are provided for career-focused education, leadership opportunities, pursuit of higher education and enhanced knowledge of cultural heritage. ASVAB testing is made available to all interested Enochs students. Students may take the appropriate military test on campus to reflect their academic ability as it equates to military occupation qualification and general career aptitude.

Direct Connections At Enochs, we are making connections to academic, college- and career-readiness standards and Schoolwide Learner Outcomes in many ways. From extensive hands-on learning opportunities in ROP, the Academy/Pathway programs, field trips and other relationships to the community to our Career Day and other on-campus offerings in and outside of class, we offer an array of real-world applications to the standards that also enhance learning and build upon the SLOs. We have a very strong offering of AP classes and excellent participation and pass rates. Many assignments for seniors, especially in English and Government/Economics, make connections from students’ current to future lives. Teachers and students could be more explicitly aware of the college- and career-readiness standards and the SLOs. Support and Intervention Strategies Used for Student Growth/Development JEHS is a caring community of professionals who provide various resources to support the educational success of its students. The school culture and environment are inclusive and supportive. With a goal of ensuring that students meet academic standards, satisfy graduation requirements, and achieve their highest potential, JEHS provides many individualized resources. Academic support is provided through meetings with individual teachers, peer tutoring, tutorial class/drop-in, Success Skills classes, Math and Read 180 classes and the counseling office. The library is open before and after school and during lunch periods, as is the Career Center. Teachers utilize many different strategies to help support students and personalize instruction. Not only do they modify instruction and re-teach as needed, but they help on an individual basis during class, before and after school and during lunch periods. JEHS employs 3.6 guidance counselors and a college counselor.



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Students receive comprehensive and personalized counseling. One counselor is dedicated to working with English Learner students and their families. Counselors and the administration participate in eighth grade student and parent presentations each spring to explain the registration and balloting process. Counselors explain course selection and programs, answer questions and form positive connections with future JEHS students and their families. JEHS upperclassmen participate in the Link Crew leadership program to welcome freshmen and assist with their transition to high school. Counselors monitor the status of students to ensure they are meeting their graduation and college requirements. We conduct SST, IEP and 504 meetings as necessary per state laws and as requested by parents, teachers and administrators. In the Forensics Biotechnology Academy, half of the students are “at risk” upon entering the program. Teachers work together to monitor the progress of the students, since they are tracked together for English, Social Science and Science classes. Support Services and Learning Student Study Team meetings are held to examine individual student progress and develop plans for academic support for those who are struggling. Accommodations and modifications are offered to students who qualify under section 504 of the Americans with Disabilities Act. For students who qualify, Special Education services are provided to include differentiated instruction, accommodations and modifications, paraprofessional support services, and annual IEP meetings for students in Resource, SDC and ED settings. A variety of resources exist for students who need additional academic and personal support in both regular and Special Education settings. Intensive and strategic intervention classes are available using Read and Math 180. Support is also provided by Advanced Peer Tutors. These are upperclassmen assigned to assist teachers in providing one-on-one or small group assistance. Academic Language Development classes are in place to support English Learners in their core classes. ALD classes develop academic language through intensive writing instruction. Students also receive support from their guidance counselors. Counselors regularly facilitate parent conferences for struggling students. Counselors provide all students with a thorough review of graduation requirements, attendance, discipline records and test scores. In addition, the college counselor provides interested students with a plan for their post-secondary education. The college counselor offers classroom and evening presentations focused on college entrance requirements, exams, NCAA requirements and financial aid opportunities. PSAT testing is available at JEHS as well as information about SAT/ACT testing and registration. Presentations from military and college representatives are scheduled through the Career Center.

Students who are struggling can be referred to our Care Center for short-term counseling. The Care Center can evaluate and determine if the student needs to be referred to local agencies for additional services. The Care Center also provides ongoing counseling (with parent permission) to students who need it.



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Freshman and sophomores who struggle academically can receive personalized support through the Success Skills classes. These classes teach the students time management, study skills, interview techniques and personal responsibility. Juniors and seniors can take the Tutorial classes for additional support. Equitable Support to Enable All Students Access to a Rigorous Curriculum JEHS has an AP program that is constantly growing (more courses and more students taking them) and also continues to realize higher pass rates of AP exams over time. We do offer the Pathway and Academy programs for students wishing to immerse themselves in a particular area of study. We have a strong Special Education department, ranging from Resource to Special Day Class and offering a wide variety of paraprofessionals to support Special Education students in the best possible ways. For general education students who struggle, we offer after school ESS classes for unit recovery as well as Tutorial classes and Success Skills classes that are taught by a variety of types of general education teachers (Math, English and Health). We have Math 180 and Read 180 for freshmen in need of remediation. Seniors can also take make up classes as part of their regular schedule. Co-Curricular Activities Our Forensics Biotechnology Academy offer cross curricular projects between Science, ELA and Social Science. At the tenth grade level, the Academy meets to target at-risk students who are struggling in the program. The Pathway programs in general offer lots of connections for students to make between classes. Our Leadership program and many offerings of A-G classes, as well as our Career Center, clubs and ROP programs make several connections to college and the real world. Generally speaking, while these things happen naturally at Enochs, there are not a lot of explicit links to the college- and career-readiness standards. Teachers and students should be more aware of the actual standards and specifically how they are making connections to them.

Supporting Evidence

Success Skills classes

CAHSEE remediation classes

Counseling/ Pupil Services Department

Multiple options for summer school

Several options for extended day (0 period & 8th period)

Student Study Teams

College Counselor

PowerSchool

Back to School Night

8th Grade Open House

Advanced Placement Program



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Tutoring classes

Pathways and Forensic Biotechnology Academy

Extended Summer School

Individual Education Plan

Spanish translators

504 Plans

Career Center

Care Center

School website

SOAR Orientation

Link Crew

Point Break/ Freshman intervention workshops

One-on-one balloting

Resource teachers and paraprofessionals

Variety of Special Education classes

Advanced Placement program

Extended Summer School

Summer School

Student Study Teams

Site Leadership

Independent study

Read and Math 180

Options for extended day (0 & 8th periods)

List of Clubs

Field trips

ASVAB exam

College Application Workshops

College & scholarship bulletins

College presentations

Financial Aid Workshops

Link Crew & Peer Resource

MJC classes at Enochs

Naviance

PSAT

Renaissance Academic Recognition

Work Experience

Career Day presentations

Special Ed Program (Mainstreaming)



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ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category E are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

Summary:

Each year JEHS has many special events and school committees which provide excellent opportunities for parental involvement such as student productions, field trips, exam proctoring, and guest speakers, Back to School Night and Open House. The school maintains a thorough website. For our non-English speaking parents our English Learner Advisory Committee (ELAC) helps educate English learner parents on the importance of attendance and available support programs.

This year, we launched a new school-wide culture program in which all students and staff should be and feel safe, responsible and respectful. We have a Positive Behavior Matrix and other positive behavior incentives happening across the campus. We hosted our first annual Day of Respect with guest speakers in all English and some foreign language classes. Speakers addressed a variety of issues related to discrimination and bullying.

Enochs utilizes a wide variety of community resources to support students. The Enochs Care Center (ECC) uses community resources to address the emotional and/or mental health issues of our students. Our Forensic Biotechnology Career Academy has involved our community with their Advisory Committee, Postsecondary Partners and Business and Community Partners. Overall, the morale of our teachers is positive and students know that they are in an environment in which the adults care about them. We have two Lighthouse Awards that are given at each month’s staff meeting. The current award holders determine the next month’s award recipients who can be anyone on staff (certificated or classified). So, it is a peer-to-peer award that is used to recognize efforts that might not be visible to everyone.

As mentioned, we are promoting a specific culture of respect, safety and responsibility. With our Care Center, school psychologist and counselors on hand for emotional and health issues as well



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as new leadership in the counselling department, each student is being monitored academically and can access mental and physical health services as necessary. Academic support is provided through meetings with individual teachers, peer tutoring, tutorial class/drop-in, Success Skills classes, Math and Read 180 classes and the counseling office. The library is open before and after school and during lunch periods, as is the Career Center. Teachers utilize many different strategies to help support students and personalize instruction. Student Study Team meetings are held to examine individual student progress and develop plans for academic support for those who are struggling. Accommodations and modifications are offered to students who qualify under section 504 of the Americans with Disabilities Act. For students who qualify, Special Education services are provided to include differentiated instruction, accommodations and modifications, paraprofessional support services, and annual IEP meetings for students in Resource, SDC and ED settings.

Prioritize the strengths and areas of growth for Category E.

Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Strength

1. School Culture unity through “Enochs Culture.” 2. Freshmen Point Break Workshops. 3. Intervention classes built into the school day: Success skills, Read & Math 180. 4. College Counselor increased to full time. 5. The Enochs Care Center. 6. The Career Center, College Career Workshops. 7. Freshman Naviance workshops. 8. Intervention workshops for failing freshman. 9. The Tutoring opportunities before and after school. 10. Communication between clubs.

Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Growth

1. The adoption of a new school culture is a long process. Work on increasing staff and student ownership of the culture and solidifying it as the new norm at JEHS.

2. Peers providing support for each other ie: note taking, strategy support, tutoring. 3. More immediate time frame in response to tardies and getting referrals. 4. Develop a specific plan for “traditional” students who struggle. 5. Increase awareness of the career center. 6. Failing freshmen who are incoming could be mentored by link crew students. 7. Market tutoring center for a new location. 8. Many access points for all stakeholders. 9. Too many classroom days interrupted with special occasions. 10. Encouraging teachers to keep grades as current as possible in PowerSchool. 11. The student Senate made permanent, changing representatives every 3 months.



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Chapter 5 Action Plan Introduction The initial Action Plan was developed by a team of teachers after reviewing data prior to our WASC review six years ago. Each year, the Action Plan has been revised to address any new concerns by adding new tasks or removing the tasks that have been completed or found to be unsuccessful. The Action Plan has been seen as a living document that guides the tasks administrators, teachers and support staff complete to remove barriers for all students and improve student achievement. Beginning in the 2014-15 school year, one of our teacher leadership positions was dedicated to review and update the WASC Action Plan every month. The leader worked through the Action Plan in various ways to ensure the document was an accurate representation of the work we were doing. For example, teachers who were unable to attend the regularly scheduled monthly faculty meeting would attend a make-up meeting and were given an assignment to bring evidence back to the WASC Action Plan leader on a how we are completing a specific task from the Action Plan. The WASC Action Plan leader’s job is to continually review and revise the Action Plan as it relates to the evidence that is brought to them by the teachers who attended the make-up teacher meetings. Each year, this leader reviews and adjust the task on each goal. As a living document the Action Plan is presented to the faculty and staff for review once per year.



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Freshmen Failure Rate Action Plan 14-15 baseline data: Failure rate: 23%. Improvement Goal: Decrease Failure rate by 10%. Administrator: Associate Principal

Area of Focus Target Action Timeline Responsible

Provide Strategic Intervention Class

Students who fail one or more class(s)

1. Place Strategic Intervention class (Success Skills) on ballot for teachers to identify for the following year.

2. Pull Progress Reports and Quarterly grades to identify students who failed one or more class(s).

3. Allow for more than one Advanced Peer Tutor per teacher in Success Skills to account for needs of the class.

4. Advanced Peer Tutor training day for Peer Tutors in Success Skills classes.

5. Success Skills Collaboration for instructors.

6. Student incentives to celebrate students not failing at Semester.

7. Release Day for collaboration outside of scheduled collaboration time to further develop course, course activities, or instructional practices.

1. Annually 2. Bi-Quarterly 3. Annually 4. Annually 5. Early Release

Collaboration Days

6. Bi-Annually 7. Day or dates

1. Associate Principal 2. AP Supervision/Data

Entry Processor 3. Counselors/AP PPS 4. Success Skills Instructors 5. Success Skills Instructors 6. Success Skills

Instructors/AP Supervision

7. Success Skills Instructors/Principal

Monitor academic progress towards graduation


1. Review failing grades at progress, quarter, and semester timelines to identify students.

2. Analyze data on failing students. Provide more intensive remediation for students with 3 or more F’s.

3. Place Students in Success Skills if needed (for underclassmen only).

1. Bi-Quarterly 2. Bi-Quarterly 3. Quarterly 4. Ongoing

1. Counselor/AP Supervision



4. Counselor/AP PPS



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4. Identify students behind on credits and develop a remediation plan. This may include SST, ESS, Summer School, G230, or transfer to alternative setting.

Remediation or Credit Recovery within the school day

All students not making progress towards graduation

1. Offer more classes outside the normal school day in 0 or 8th periods. (Including core classes such as Spanish, Secondary Math 1, Health, World Geography World Religion, Computer Literacy, and other electives)

2. At Semester utilize any open seats in World Geography World Religion and Health to place students that failed at Semester. This will require removing elective or adding a class outside the normal school day.

3. Offer ESS classes to students who failed one or more semester class(s).

4. Enroll in Summer School classes.

1. Annually 2. Bi-Annually 3. Ongoing 4. Annually

1. Associate Principal/Teachers

2. Counselor/AP PPS 3. Counselor/AP PPS 4. Counselor/AP PPS

Starfish Counseling


1. Identify Students who are not making progress towards graduation.

2. Starfish Conference where School Culture leaders provide strategic training on academic success strategies. Breakout sessions include small group remediation plan.

3. Peer Mentoring for identified students utilizing LinkCrew.

1. Quarterly 2. Quarterly 3. Ongoing

1. AP Supervision/Counselors/ Admin/School Culture

Leaders

2. AP Supervision/Counselors/ Admin/School Culture

3. Activities Director



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Attendance Team Action Plan James C. Enochs High School - 2015-2016 14-15 baseline data: Chronic Absenteeism: 13%. Attendance rate: 95% Improvement Goal: Decrease Chronic Absenteeism rate by 10%. Increase attendance rate by 1% Administrator: Assistant Principal, Supervision


Monitor regular school attendance

All students & Subgroups

8. The automated phone dialer calls home each night for students that were absent two or more periods.

9. Attendance office calls the homes of absent students the day following an absence.

10. Period absences are verified daily with teachers online.

11. All staff has been trained to use Power Teacher, this creates a more efficient system for teachers and clerks to enter attendance which reduces frequent class interruptions.

12. Weekly follow up by Assistant Principal on teachers who do not take period attendance on Power Teacher.

13. Student incentives are used to promote perfect attendance throughout the year.

14. Perfect Attendance is recognized at senior awards and graduation.

8. Daily 9. Daily 10. Daily 11. Date 12. Friday’s 13. Bi-

Monthly 14. 5-18-16

8. Attendance office staff



11. Teachers and Admin.

12. AP Supervision 13. AP Supervision 14. AP Supervision

Monitor excessive (chronic) absenteeism or truancy

Excessively absent students & Subgroups

4. Attendance teams consisting of an attendance staff, counselor and administrator will monitor students who are truant.

5. Attendance office sends weekly truancy spreadsheets to the Assistant Principal.

6. Monthly Student Attendance Review Team (SART) meetings are held to address chronic attendance concerns for freshmen.

5. Attendance Liaison is utilized for students who have excessive or chronic absences.

6. The school security officer and the Assistant Principal make

5. Ongoing 6. Friday’s 7. Last

Friday of each month

8. 8-25-15 9. 9-23-15

5. Counselor, Admin, Staff

6. Attendance clerk and AP

7. Attendance clerk and AP


9. AP Supervision and School Security Officer



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home visits on habitually truant and chronically absent students.

Improve school climate through reducing tardy’s

All students & Subgroups

5. Tardy sweeps will be held periodically to encourage on time attendance.

6. Campus supervisors issue tardy detentions in hallways after the tardy bell rings.

7. The supervision office manages the automated tardy program to reduce student time out of class.

5. 9-2-15 6. Daily 7. Daily

5. AP Supervision 6. Campus

Supervisors 7. Supervision TCII

Improve communication through Increased proximity

Attendance staff & liaison School security officer

4. Assistant Principal makes contact with the attendance office 2-3 times per week.

5. Monthly attendance meetings are held with the office clerks and Assistant Principal.

6. Weekly meetings are held with the attendance clerk and Assistant Principal.

1. Mon & Thur

2. First Mon of each month

4. Mon & Thur

4. AP Supervision 5. AP Supervision 6. AP Supervision



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EL Partnership Team Action Plan James C. Enochs High School - 2015-2016 14-15 baseline data: Failure rate: 48%. Reclassification rate: 51% Improvement Goal: Decrease Failure rate by 20%. Increase reclassification rate by 10% Administrator: Assistant Principal, Pupil Services


Monitoring student achievement through on-going analysis of achievement data, and addressing academic needs progress towards Reclassification

EL’s and RFEPs

1. Priority class scheduling. 2. Transcript Review. 3. Placement in support class

and progress will be determined by English grade as well as Formative Assessments (District Benchmark), Summative Assessments (CAHSEE, CELDT, and CAASPP).

4. EL Team will maintain a list of RFEPS and follow up with students at 30 days, 6 months, 1 year, and 2 years.

5. Small group and large group interventions based on data assessing students’ needs and performance.

1. 8/10/15 2. 10/1/15, 1/19/16 3. 9/1/15, 1/19/16 4. Determined by

reclassification date 5. 10/7/15, 11/18/15,

1/13/16, 3/9/16, 6/11/16

1. Counselors and Admin, PPS

2. All Counselors 3. All Counselors 4. All Counselors 5. ALD Teacher,

Counselors, Admin, PPS

Professional Growth

Teachers, Counselors & Admin

1. Training on instructional strategies for English Learners by admin and teachers.

2. Providing cross-cultural understanding by Dr. Kathryn McKenzie.

3. Department meetings identifying and implementing effective instructional strategies.

1. 10/12/15, 3/14/16 2. By 9/30/15 3. By 10/30/15,

1/30/16, 3/30/16

1. Teachers, Counselors and Admin, PPS

2. Dr. Kathryn McKenzie, Professor, CSUS

3. Department Leaders

Parent and Community Involvement

Parents of EL’s and RFEPs, EL and RFEP students

1. Promote full involvement of all stakeholders in all phases of planning, implementations, and evaluation activities through parent/community meetings.

2. Parent meetings will be developed around data that is aggregated to develop a profile of parents’ needs and involvement.

1. 10/9/15, 1/19/15, 4/4/16

2. 9/30/15, 11/19/15, 1/14/16, 2/18/16, 3/17/16, 4/7/16

1. Admin, PPS 2. Counselors

1. Evaluation through grades and graduation progress will

1. 10/9/15, 1/19/16, 4/4/16

1. Counselors, ALD Teacher



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Evaluation and Accountability

EL’s and RFEPs

be continually assessed to show progress towards EL goals.

2. Increase reclassification by 10%

3. Review District Benchmarks, core class progress, and reclassification requirements to determine strengths and areas of growth.

2. 2/28/16 3. 11/4/15, 1/13/16,

3/9/16, 5/11/16

2. Counselors, ALD Teachers, AdminPPS



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2014-15 Action Plan JEHS students have not consistently met annual growth targets on the API. On the AYP, students are not progressing at a fast enough rate to meet growth targets. A continuance of this growth pattern puts our students and school in danger of not meeting API and AYP growth targets. The District has set a target of 9% growth on the AYP for all students. In addition to measuring improvement in API and AYP, the 2013 WASC visiting committee made a recommendation in the following area:

1. Emphasis on the skills a student must master to meet the College and Career Readiness Anchor Standards.

2. Identify common factors for low achieving students to develop and implement a systematic and coherent approach to tracking student progress and then determining appropriate support and interventions.

3. Expand the implementation of effective research-based instructional strategies and ensure the consistent application in all classrooms from AP to Pre-AP to CP and PAR.

4. Implement active student engagement strategies as one of the observable, school-wide instructional norms to ensure all students are demonstrating and mastering standards.

5. Ensure that all students are being held to high expectations of academic rigor in all course offerings.

Goal 1: Continuous academic improvement for every student. Increase the percentage of all

students scoring advanced or proficient in the core academic areas.

Task(s) Person(s)

Responsible Resources

Needed

Means to Assess

Improvement Timeline

Evidence Reporting

Continue and expand the implementation of effective evidence-based instructional strategies, i.e. goals, objectives, checking for understanding

Increase the level of CFU’s in class by creating a teacher survey to determine top 5 strategies

Assessment & Accountability team Teachers Departments Administration

Walk-through protocol Sub time for teacher class visits Latest educational research Professional Dev. Updated Technology

Walk-through data by District and admin. Team SMART Goal on CFU: identify 3 most effective strategies

Demonstrate top 3-5 in 2014-15 faculty meeting

Walkthrough protocol data Effective CFU list Poster Purchased Technology



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Continue to develop and support READ 180 for general and SDC

Administration District Curriculum staff Teachers

READ 180 training for teachers Technology

Annual READ 180 progress reports Placement Testing

Quarterly review with teacher, weekly with students

Lexile Score reports to students and parents Improved SRI

Inform teachers of students who are in the various subgroups and provide continued school city/MOSIS training for

Assistant Principal EL Counselors Teachers

Student demographic data through MOSIS Collaboration time for student performance discussions School City Training

Review of benchmarks data to complete data discussion guides to inform instruction

Faculty meetings Department meetings

Data Review Class roster guide in MOSIS

Improving curriculum & Instruction

Curriculum & Instruction Team

Provide release time for teachers to observe one another.

List of best practices compiled

Provide best practice demos during collab. days 2015

List of best practice

Positive Behavior Intervention implementation

School Culture Team

Attend training for PBIS on 5 days

Create 5 non-negotiable behavior norms for Enochs to adopt with input from all teachers

Complete team training by Spring 2014 implement schoolwide by Fall 2015

Behavior Norm List Enochs Culture

Department development of Remediation • Teachers’

tutoring • Tutoring

clubs

Teachers Math & English Dept. Principal /AP District office

Funding for tutors Teachers & Peer Significant subgroup members identified for tutoring Released questions

Increased participation rate in after school tutoring programs Single location Marketing of classes

Annually

AP coordinates tutors Failure rates Subgroup lists access

Align benchmark tests to more closely resemble CST with future revisions to match SBAC

District Department Chairs Teachers Principal/Associate

Release time to revise benchmarks based on data and to Include NCSS question items

Improved correlation between benchmark exams and CST/SBAC Departments continue to analyze benchmarks to inform instruction

Annual Revision Quarterly Reviewed

Revised Benchmark



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subgroup data to teachers



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Goal 2: Successful transitions to post-secondary education and/or career opportunities

Task(s) Person(s)


Needed Means to Assess

Improvement Timeline Reporting

Provide targeted guidance to assist students in selecting courses

Counselors College Counselor Administration Teachers

Counselors meet individually with students to ballot Teachers provide relevant applications related to careers

College Admissions Reports Counselor Log entry Teacher lesson activities

Annually Counselor Logs College Applications Teacher lessons Up to date ballot website

Continue EHS Career Day with guest speakers

Subject Specific

Career focus

Content rich

Work Exp. Coordinator Principal Science Teachers

various Guest speakers from the community Clerical support Class Time Cooperation of Faculty Funds for expenses

Number of students participating Number of guest speakers participating Feedback from students and speakers

Annually in March

Student evaluations Participating teacher evaluations

Promote the ASVAB Military/Career assessment to all students

Work Exp. Coordinator College Counselor Principal

Schedule for student availability Testing room on campus Testing coordination Cooperation of Faculty

Scheduled Testing Dates Number of student sign-ups

Two testing dates during every school year (Fall & Spring)

Test Results ASVAB presentations to students explaining test results

More consistent and effective use of the career center

9th grade teachers Work Exp. Coordinator College Counselor

Class time Cooperation of Faculty Promotion & tour

Career/College presentations to 9th graders covering purpose of the career center and resources available to students Planning for college Getting your first job

Annually during SOAR

Wingman orientation and freshman parent orientation

Enhance the collaboration between Enochs

College Counselor

Time for staff to continue building

Percentage of students enrolling in

Annual review Student reporting and acceptance to



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and local colleges

Departments Chairs Associate Principal Individual Teachers Academy

relationships with local colleges On campus college presentations Posters to inform students of college visits Teacher time to develop more 2+2 MJC articulation agreements

post-secondary education increases Increase in 2+2 agreements

post-secondary college

New student orientation process Link Crew

School Culture Team

Create a Welcome Packet for all incoming students Create a Welcome Video for all new students Develop a Student Guide for students who enter during the school year

Increased student involvement. Student feedback (new students) counselor –teacher feedback

Video started August 2014 Student Guide program developed by 10/2014 Welcome packet created by 10/2014

Teachers/ counselors report feedback Review Student participation numbers annually (AP)



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Task(s) Person(s)


Needed

Means to Assess

Improvement Timeline Reporting

Develop a process of regular teacher collaboration

• cross curricular

• data analysis • differentiation

Principal Department chairs Teachers MCS District

Release time to develop NEW CALIFORNIA STATE STANDARDS Modules Common prep periods Teacher class visits

Department collaboration and meeting minutes Common lessons and assessments

Monthly

Meeting minutes Common lessons and assessments

Allow for teachers observation time

Professional Development team

Sub coverage for release time Quad D type lesson plans.

Track (not evaluate) any valuable instructional strategies observed

School year Present some of these ideas at a staff meeting

Increase parent involvement

Principal Program leaders

List of parents Needs assessment Schedule parent meetings

Lists of parent Advisory Meetings Volunteer opportunities

Annually with emphasis on recruiting new parents each fall

Advisory meeting minutes List of involved parents

Inform school staff re: what has been established about NEW CALIFORNIA STATE STANDARDS performance tasks and lessons

Professional Development Instructional team NEW CALIFORNIA STATE STANDARDS Instructional Team

Sample performance tasks and lessons Release time to develop resources

English & Math implemented NEW CALIFORNIA STATE STANDARDS type questions on Finals.

End semester Tests

Identify 21st century skills as they relate to NEW CALIFORNIA STATE STANDARDS into four core areas

NEW CALIFORNIA STATE STANDARDS Team

Identify the availability of business and industry for targeted 21st century skills

Each member of the group will become fluent in one of four areas

Spring 2015 Presentation in a faculty meeting

Technology Readiness for SBAC assessments

Professional Development Team

Technology training for SBAC assessment

Students take tests in the computer lab to get used to

Ongoing Team minutes Technology needs list Test samples

Goal 3: Promote a culture of continuous learning among all members of the educational

community.



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Technology requirements

testing on a computer



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