I: Student/Community Profile Data

 Nogales High School401 Nogales StreetLa Puente, CA 91744ACS WASC/CDE MID-CYCLE PROGRESS VISITSCHOOL PROGRESS REPORTMarch 9 - 10, 2020Accrediting Commission for SchoolsWestern Association of Schools and CollegesRowland Unified School District1830 Nogales StreetRowland Heights, CA 91748(626) 965 - 2541 Board of EducationPresident: Donna FreedmanVice President: David M. MalkinClerk: Angelena PrideMember: Lynn EbenkampMember: Cary C. ChenSuperintendent: Dr. Julie MitchellNogales High School Principal - Dr. Andrea BrumbaughAssistant Principal - Joseph Archival Assistant Principal - Karen CliffordAssistant Principal - Juan Carlo MarquezASB Director - Stephanie RodriguezAthletic Director - Bruce AlleyAVID Coordinator - Wendy MumawCTE Chair - Nancy TorbertEL Coordinator - Marilou Sagala-RiddleELA Chair - Martha SolanoIB Coordinator - Clay WoodsideIntervention Coordinator - Mary MartinezMathematics Chair - Leonardo MansoPhysical Education Chair - Anthony EsquerScience Chair - Miguel ExpinozaSocial Science Chair - Monica HidalgoSpecial Education Chair - Cheryl HommelTitle 1 Coordinator - Marilou Sagala-RiddleVAPA Chair - Robert SoteloWASC Coordinator - Marilou Sagala-RiddleWorld Languages Chair - Victoria PinedaCONTENTSI:Student/Community Profile Data5Demographics5School Purpose6Student Data8School Programs10Intervention Programs11Staffing12Facilities13Parent / Community Organizations14II:Significant Changes and Developments14Staffing14Instruction16Technology 17III:Engagement of Stakeholders in Ongoing School Improvement 18IV:Progress on Implementation of the Schoolwide Action Plan/SPSA 21Action Plan Goal 121Action Plan Goal 226Action Plan Goal 329Action Plan Goal 433V:Schoolwide Action Plan/SPSA Refinements34 2019 - 2020 SPSA34I: Student/Community Profile DataNogales High School is a four-year comprehensive high school of the Rowland Unified School District located 40 miles east of Los Angeles. Established in 1962, Nogales HS serves students from the neighboring areas of City of Industry, La Puente, Rowland Heights, West Covina, and Walnut. The school had recently undergone a major remodeling of buildings including administration, multi-purpose room, library, science buildings, elective classrooms, football fields, and the construction of new Math and English classrooms. -266698209550DemographicsThe school’s enrollment has steadily declined over the past 4 years. Enrollment data for the 2018-2019 school year show a student population of 1,891. The most recent distribution by sub-groups indicate 87% (1,646) socio-economically disadvantaged; 35.4% (669) homeless youth; 13.7% (259) English Learners; 10.5% (199) students with disabilities; 0.6% (11) foster youth; and 0.5% (10) migrant education. As of the most recent enrollment data; 87% of the students are eligible for the free or reduced meal program. The high percentage of students eligible for free or reduced meal program qualifies the school to receive Title1 Federal funds and to operate as a school-wide Title1. There is also a significant number of students who are considered homeless according to the McKinney Vento guidelines. Homeless can be defined as living with multiple families in a single-dwelling, living in garages, automobiles, or motels. A majority of the student population by ethnicity at 85.7% (1,621) is Hispanic or Latino. Minority populations by ethnicity include 7.1% (132) Filipino, 2.7% (51) Asian, 2% (38) White, 1.4% (26) African American, and 1.1% (21) all Other. Over the past 5 years; there has been an increasing Hispanic or Latino subgroup population from 82.5% to 85.7%. Conversely, all other subgroups by ethnicity generally have been decreasing from 17.5% to 14.3% Multi-year comparison of Reclassified Fluent English Proficient (R-FEP) students from 2015-2016 through 2018-2019 indicate a general increase from 42.3% to 49.9% of the student population. Multi-year data of English Learners (EL) indicate a general decrease from 17.6% to 13.7% of the student population.The current year’s student enrollment shows the distribution of Home Language as 61% Spanish, 33% English, and 6% all Other. Additionally, 46% of current enrollment indicates a Correspondence Language of Spanish. As such, the school is required to have school communication for those students to be translated in Spanish. A large portion of the community has resided within the school’s boundaries for several generations. Many of the students’ parents and grandparents have also attended Nogales High School.School PurposeNogales High School’s purpose, mission, and vision align with Rowland Unified School District’s mission and vision, Local Control and Accountability Plan (LCAP), and represent the stakeholders’ views of educational priorities and goals. The staff and community at Nogales works collaboratively to ensure the implementation of policies and practices that demonstrate a respect for all individuals within the culturally diverse school community. The Schoolwide Learning Outcomes (SLOs) have been collaboratively developed since 2004, and was recently refined in 2015. Since the previous WASC visit in November 2016; Nogales High School maintains its Vision, Mission, and Schoolwide Learning Outcomes as follows:Vision: Nogales High School prepares our students for a successful future through a first-class educational experienceNogales High School invests in PEOPLE and builds relationships with the community, our families, the district and site administrators, teachers, staff, and most importantly, our students.Nogales High School moves forwards with PASSION, a strong dedication with an urgency to constantly improve our school.Nogales High School has a sense of PURPOSE, united interdependently, moving towards the same direction and goal. PEOPLE. PASSION. PURPOSE. Mission: Nogales High School will provide access to quality education and support learning for success. Commitments:1. Staff will exhibit professionalism by acting appropriately and respectfully at all times2. Staff will work continuously to evolve our practice through collaboration3. Staff will be passionate and proactive educators by being aware of and addressing all students’ needsSchoolwide Learning Outcomes:EFFECTIVE COMMUNICATORS: Who 1. Express significant information and ideas through verbal and non-verbal means. 2. Demonstrate the use of a variety of information-gathering techniques and information resources. 3. Demonstrate the ability to receive and interpret the messages of others, verbal and non-verbal, and respond appropriately. 4. Are responsible citizens that develop collaborative skills to work effectively within their family, the school, the community, and society.CRITICAL THINKERS: Who 1. Analyze, interpret, evaluate, and assess appropriate knowledge and information. 2. Demonstrate the ability to recognize and analyze problems then apply problem-solving strategies to real-life situations. 3. Set achievable short and long-range goals and assess their own progress.4. Process, integrate, and synthesize information through reading, writing, listening and speaking strategies. 5. Demonstrate knowledge, understanding, and respect of cultural and social differences, perspectives and common experiences among people.PERFORMANCE ACHIEVERS: Who 1. Perform and/or create at or above district/state benchmarks levels 2. Are able to express themselves analytically and creatively. 3. Are able to demonstrate inductive and deductive reasoning. 4. Explore, develop and utilize strategies for life-long educational and career options.RESPONSIBLE CITIZENS: Who 1. Commit to the highest ethical standards. 2. Contribute positively to their community. 3. Demonstrate knowledge, understanding, and respect for cultural and social differences. 4 Explore develop and employ strategies for life-long educational and career optionsStudent DataCalifornia Dashboard Datastudent population201920182017enrollment19301951socioeconomically disadvantaged88.2%83.9%English learners13.5%14.8%foster youth0.7%0.7%Indicators201920182017ELAyellowMathorangeGraduation rateyellowgreenCollege and Careerorangeno colorSuspension rategreengreenEL progressno colororangeSBAC ELA multi-year cohort comparison 2016 - 2019SBAC data over a three-year period from 2016 - 2019 indicates a declining trend in the percentages of students meeting standards in the English Language Arts. Most students are not meeting ELA standards.SBAC Mathematics multi-year cohort comparison 2016 - 2019SBAC data over a three-year period from 2016 to 2019 indicates very little change in the percentages of students meeting standards in Mathematics. Most students are not meeting Mathematics standards.SCHOOL PROGRAMSNogales High School offers a wide variety of core classes and elective choices to prepare students for college and career. To fulfill the Rowland Unified School District’s graduation requirements; students must successfully complete 225 credits, participate in career pathway courses, pass the technology proficiency requirement, and fulfill 60 community activity hours. Additionally, students are provided with a 4-year plan and career-interest survey to better align their path to the college or career of their choice.The regular school year is operated in two eighteen-week semester schedules with the Fall semester from August to December, and the Spring semester from January to June. Most academic courses are completed yearlong in two-semester segments. Each semester class is equivalent to five credits. A five-week Summer session is offered to provide students opportunities for credit recovery, go-ahead courses, preparatory electives, as well as enrichment programs.The school adheres to the California Assembly Bill 2121 (AB2121) in support of student populations included in this bill. This bill exempts eligible students from all locally adopted coursework and requirements that are supplemental to statewide coursework requirements. The school also adheres to Education Codes 51225.1 and 51225.2 in providing eligible students the opportunity to complete the graduation requirements within a fifth-year of high school. Several Nogales students who qualify for these benefits are newly arrived immigrants, foster youth, and homeless students. Nogales High School provides a variety of academic options to ensure that students receive a robust education from a myriad of programs that best fit their needs in meeting the graduation requirements. In addition to the general College Preparatory (CP) courses, the school offers International Baccalaureate (IB), Advanced Placement (AP), AVID, Career and Technical Education (CTE). Interventions and support structures such as English Language Development (ELD), Special Education (SpEd), and Nogales Success Academy (NSA) are also in place to ensure the academic progress of all students. The IB Diploma Program is the number 1 educational program in the world that is also the most challenging and rigorous program available to 11th and 12th-grade students worldwide. Nogales High School was granted authorization to implement the IB Program by the International Baccalaureate visiting committee in 2000 and is one of over 5000 schools across the globe that offer this amazing program. To earn the IB Diploma; students are required to complete 1 course in each of six areas, Theory of Knowledge, a 4000-word Extended Essay, and 150 hours of Creativity, Action, and Service (CAS). Advanced Placement (AP) courses are offered at Nogales High School. These are college-level courses designed for high school students. Therefore, students who take AP courses develop academic skills for college success. Passing AP tests can earn college credits as well as exemption from taking prerequisite courses; both of which lead to cost-savings for students. AVID (Advancement Via Individual Determination) is a college readiness program designed to increase the number of students who are accepted and enrolled in four-year colleges. The AVID program identifies the least served students in the academic middle and works to raise expectations for them. The classes provide students with a rigorous and engaging curriculum through AVID strategies and W.I.C.O.R. to increase college and college readiness. With the AVID support system put in place for students staring in 9th through 12th grade, it is the program’s goal and mission to have all students achieve A-G eligibility and attend a four-year college. Career Technical Education (CTE)is offered through the Career Pathways Program that is coordinated by the District Office. The various pathways include Arts and Communication, Health and Medical Services, Business, Public and Human Services, Family and Consumer Science and Technology. Included in the Pathways are course offerings with concentrations in STEM that prepare students for 21st-century careers. To complete the pathway students must take at least 20 units in that pathway composed of courses from the school’s curriculum. To complete a pathway certificate, the student must maintain a B average in the pathway courses and must complete the Senior Seminar course in that pathway. The Senior Seminar class involves research, research presentation, portfolio, and internship. The structure of the Certification Program incorporates a variety of connecting activities that bridge workplace learning with the school-based learning component. Business and Community representatives participate in a variety of connecting activities throughout the school year. This level of involvement keeps the program current, the community informed about the program, and builds a stronger relationship between the business and education community. INTERVENTION PROGRAMSSeveral intervention programs have been established at Nogales High School: Nogales Success Academy, English Language Development program, Special Education program that includes resource (RSP), special day (SDC), severely handicapped (SH), emotionally disturbed/behavior disordered (EDBD) program, as well as an online credit recovery program (AVENTA, FuelEd) and on-site Adult school. The Special Education Program is designed for students with Individualized Educational Plan (IEPs). Students are enrolled in a combination of classes in the general education setting and Special Education settings such as Study Skills, Special Day Class (SDC) and Emotionally Disturbed and Behavior Disordered (EDBD) classes. Special Education teachers co-teach in English Language Arts 9 - 12 and Algebra 1. Nogales High School had a self-contained Severely Handicapped (SH) class that was moved off-site at the end of 2018-2019. The Nogales Success Academy (NSA) is a recently added school program that provides an array of Tier-2 Intervention classes. SERVE is an elective life skills course for all grade levels. It provides academic support by addressing the social and emotional needs of the students. The HOUSE 9 is for 9th grade students who are at-risk of failing multiple subjects. These are small class sizes in English, Math, Science, and Social Science co-taught by a General Education teacher and a Resource Specialist. The Opportunities class is aimed at 10th-grade students in danger of not meeting graduation requirements. It is a back-to-back of World History and AVENTA credit-recovery supported by the same teacher. The Freshmen Advisory class is an elective class designed to support the students’ academic success and socio-emotional development in a small class-size environment. The curriculum and instructional activities are collaborated on by the Instructional Task Force. English Language Development (ELD) classes support newcomer English Learners in their acquisition of the English language. ELD 1 and ELD 2 classes are offered as a block schedule with ELA. Students in ELD 3 are mainstreamed in their ELA classes. ELD1 students are provided primary language support in Math, Science, and Social Science. The ELD counselor closely monitors the students’ progress towards graduation and attainment of the Biliteracy Seal. STAFFINGThe teaching staff at Nogales High School are all highly qualified, NCLB compliant, and many possess post-baccalaureate degrees. New teachers are supported with Beginning Teacher Support and Assessment (BTSA) through the district’s partnership with the Walnut Consortium. Additional support for beginning teachers is provided by the instructional TOSAs on campus. Collaborative Learning Teams (CLT) are teams of teachers who teach common courses. Each team is given two release days during the school year to plan and further refine their curriculum maps, create assessments, analyze data, and share best practices. The school employs various certificated and classified staff to support learning and ensure student wellness and safety. Certificated staff includes teachers, administrators, coordinators, counselors, and psychologists. Classified staff includes a library technician, technology support, secretaries, office aides, instructional aides, and custodians. Classified personnel is also provided professional training to better respond to students’ needs.Nogales High School provides a multitude of Professional Development opportunities for all staff through district-sponsored and school-funded training. On a regular basis, program and intervention teams are sent to annual training. Examples of Professional Development are listed below.AP Summer InstituteAVID Summer InstituteCABE (California Bilingual Education)CADA State ConventionCalifornia STEM SymposiumCASC (Ca Assoc. of School Counselors)Co-Teaching ModelCSU Counselor ConferenceCTE Annual ConferenceCUE Conference (Computer-Using Educators)ERWC (Expository Reading and Writing Curriculum)Financial Aid TrainingIB Conference (international Baccalaureate)Kagan Cooperative LearningMath atWorkNGSS (Next Generation Science Standards)PBIS (Positive Behavior Intervention System)PBL Curriculum (Project-based Learning) PLC@Work (Professional Learning Community)PLTW (Project Lead The Way)SHEG (Stanford History Education Group)STEAM Symposium (Science Technology Engineering Arts Mathematics)UC Counselor Conference (University of California)With Different EyesIn addition to outside Conference and training, the district provides training and resources for curriculum, instructional strategies, and textbook adoption in content areas such as ELA, Math, ELD, Science, Social Science, Special Education, etc. The district also provides training to increase proficiency in the use of Aeries, Google suite, FlipGrid, Illuminate, iLit, Nearpod, NewsELA, and other instructional platforms and tools. SCHOOL FACILITIESNogales High School strives to provide a safe, clean environment for students, staff, and the community. The School Safety Plan was developed to ensure that students, teachers, and staff are protected at all times.- Child abuse annual training on reporting procedures - Emergency phone line is available to all teachers and staff - Disaster response drills and procedures - Sexual harassment policy - Suspension and expulsion schemas for disciplinary action- Campus aide monitoring of campus during school hours - School Resource Officer on campus during school hours The School safety plan is updated and reviewed annually with the approval of School Site Council. Nogales High School is a closed campus and visitors may check in the main office and obtain a visitors pass while on campus. The school schedules K-9 Drug Detection exercises in order to check students for possession of controlled substances. Each K-9 visit is conducted with their own K-9 officer and a school administrator; classrooms are randomly searched and reported to the main office for documentation. A School Disaster preparedness plan has been put in place to address campus intruders, earthquakes, bomb threats, fire. Teachers are given specific escape routes, along with safety procedures to ensure the security of everyone. Staff is trained in first aid and skilled in communicating with parents during student release during an emergency. PARENT/COMMUNITY ORGANIZATIONSThe Nogales High School Marketplace has been in function for decades. It is a widely recognized and utilized community event. The school hosts a marketplace every Saturday from 7:00 to 2:00 PM. Parent groups such as the Football booster club and Band booster club primarily manage the operation of the marketplace as a fundraising opportunity. Various vendors optimize this venue as an opportunity to conduct business. The marketplace allows the school to build partnerships and relationships with our community, parents, and businesses.Nogales High School encourages parent involvement through multiple organizations, as well as several parent nights throughout the year. There is on-going parent membership in School Site Council (SSC), English Learner Advisory Council (ELAC), and Parent/Teacher/School Association (PTSA). Parenting classes such as Parent Institute for Quality Education (PIQE) and Disciplina Positiva are regularly attended. Starting in 2016, a community liaison position was put in place to increase parent outreach. The school is also supported by parent organizations, such as the Nobles Regiment and Football booster clubs. II: Significant Changes and DevelopmentsSignificant changes and developments since the last WASC visit in 2016 are in the areas of staffing, instructional practices, and technology. StaffingNogales High School has experienced a high turn-over rate in administrative, certificated, and classified staff since the last WASC visit. During the WASC Self-Study in 2016, a new administrative team had recently been in place that was composed of the Principal and four Assistant Principals. Since then, one Assistant Principal was replaced in 2017, and another was replaced in October 2018. The Principal and one Assistant Principal left at the end of SY 2019. For the 2019-2020 school year, the District had also reduced the number of Assistant Principals from four to three at the comprehensive high schools. The reduction in Assistant Principal positions at the high schools resulted in the most recently hired Assistant Principal to be replaced due to seniority. The newly transferred Assistant Principal left Nogales High School in mid-October 2019. An Interim Assistant Principal was assigned until a new Assistant Principal was hired in December 2019. Only 1 of the 5 administrators present during the 2016 WASC visit remains at Nogales High School. Since the 2016 school year; the guidance counseling team had undergone significant personnel changes as well. One counselor left at the end of 2017-2018 and was replaced towards the end of 2018. The new counselor also left at the end of 2018-2019. A veteran counselor of over 30 years retired at the end of the school year 2018- 2019. The Intervention counselor moved to an Assistant Principal position in October 2018 and was not replaced for the duration of the school year. The counseling staff started the school year 2019-2020 with five counselors of which two are new. The Intervention counselor position was replaced with a teacher as an Intervention Coordinator. A new position for a Guidance Technician started in October 2019. In previous years, freshmen students who did not belong to specific programs such as AVID and ELD were assigned to the 9th-grade counselor. However, since the 9th-grade counseling caseload was eliminated for 2019-2020, all other freshmen are assigned to counselors by students’ last names. The Special Ed and Physical Ed departments chairpersons have both been replaced due to retirements. The ASB Director left in 2018 and had been replaced two times over. A new WASC Coordinator was assigned in Spring 2018 to guide the school community in its Self-Study process. The Math and Social Science department chairs had also been replaced. Both the librarian and library aide retired and were replaced in August 2019. The Community Liaison resigned at the end of school year 2018-2019 and was replaced in September 2019. One Special Day Class (SDC) teacher left at the end of 2018-2019 and was replaced. One Math teacher left at the beginning of the school year and was replaced. The principal’s secretary left at the beginning of this school year and was replaced in October 2019. One registrar transferred out of the school in November. Some teaching assignments had been adjusted as a byproduct of staffing changes. The percentages of staff members who remain employed at the school since the last WASC visit in 2016 are 20% of the administrative team, 74% of the certificated staff and 67% of the classified staff. In addition to staffing changes, there have also been changes to the school programs and course offerings. The elective courses that were taught onsite through the ROP program were integrated into the RUSD curriculum in the school year 2018. Consequently, several buildings had been remodeled for the installation of specialized technical and technological components of each Course. As such, site funds had been used to equip the classrooms with adequate instructional and learning materials. The AP course offerings had been continually refined for the dual purpose of responding to the students’ interests and ensuring A-G eligibility. While several courses have been added, a few have been discontinued in order to improve the AP program. In general, the high turn-over rate in administration and teaching staff over several years continue to pose challenges in effective evaluations of school policies, procedures, practices due to constant disruptions.2019 - 2020 StaffingStaff DescriptionReturning staff New to SchoolAdministrators22Counseling staff33ELA teachers13Math teachers91Science teachers10Social Science teachers10.5World Languages teachers6.5Career/Technical Ed teachers9.5Physical Education31Visual/Performing Arts4.5Special Ed teachers83Office/Library104 InstructionNogales High School’s instructional practices are aligned with the RUSD Framework for Teaching and Learning. The school’s two main categories of focus are 1) clarity of instructional purpose and 2) successful learning for all students. These were implemented through a school-wide adherence to lesson design elements of learning objectives, student engagement, and use of formative assessments to check for understanding. The school provided multiple opportunities for teachers to continue to grow in their instructional practices. Professional Development days were dedicated to training, lesson study, coaching, collaboration, and planning time. 95251257778TECHNOLOGYAnother significant development at the school is the integration of 21st-century technology for instruction and student learning. Every classroom has been equipped with a class set of Chromebooks with internet connectivity. Additional technology devices have been issued according to teacher requests such as SmartBoards, overhead projectors and screens, ipads, document cameras, printers, remote clickers, etc. Some teachers and departments have also been subscribed to content-specific web-based platforms such as Albert, GetLit, iLit, IXL, and STEMScopes. Regular on-site training on software applications is provided to the staff. Some of the training already conducted were on Aeries, FlipGrid, Google, Illuminate, Nearpod, NewsELA, and PBIS. In addition to district-provided training, the school also has a technology lead person who can provide teacher assistance. With the fast-changing landscape of digital information and technology use in our students’ personal and academic lives; Nogales High School ensures its students are well-prepared for 21st-century skills and careers. Nogales High School is at the forefront of providing students with a variety of learning experiences that are congruent with the district’s focus of Innovative Learning for All. Students are being trained to use state-of-the-art equipment in several courses such as Automotive Technology, Computer Applications, Conditioning, Digital Art, Engineering, Forensic Science, Medical Technology, Photo Media, and Sports Medicine.Every student is given access to the Aeries system that allows them to monitor their grades and track their progress towards graduation. The District has also provided every student with a Google account that is utilized across curricula. This tool enables students to develop their critical-thinking skills and collaboration in creating digital documents, presentations, and websites. Google Classrooms are also used by teachers to disseminate materials, post assignments, announcements, assessments, resources, etc. With a high population of students eligible for free or reduced meal programs, several students do not have access to computers with internet connections at home. Therefore, many students are incapable of completing assignments and projects, performing research, and accessing online materials for assessments. Rowland Unified School District partnered with the 1Million Project Foundation in 2018 to ensure digital equity for high school students. The District provided training for families about responsible use of the internet and the role parents play in digital citizenship. The district and the foundation provided Chromebooks, hotspot devices and internet service to selected Nogales High School. III: Engagement of Stakeholders in Ongoing School ImprovementThere has been an overall increase in stakeholder involvement in the development, implementation, and monitoring of the WASC Action Plan and the School Plan for Student Achievement (SPSA). All stakeholders are represented in the composition of the School Site Council. Other parent organizations that inform school improvement are ELAC, and PTSA. Teachers and staff are actively involved in the school’s actions for improvement through School Leadership Team, Programs, Collaborative Learning Teams, specialized committees, union memberships, etc. Students are highly encouraged to participate and provide input. The School Site Council (SSC) is a committee of teachers, parents, students, and school staff that annually approves and monitors the Single Plan for Student Achievement (SPSA). As a school-wide Title 1 school, the SSC monitors the use of federal funds to benefit all students in closing the achievement gaps. The school’s Site Council is comprised of the Principal, 4 teachers, 1 other staff, 3 students, and 3 parents. To ensure parent/community attendance, announcements are posted on the website, marquee, and campus locations. In addition automated phone calls to homes; the community liaison also makes personal phone calls to community members. To address the language needs of the community, a Spanish translator is always available at the meetings. The agendas and meeting minutes are available in English and Spanish versions on the school’s website. The SSC decides on general matters of school improvement such as academics, culture, budget, and safety. Meeting agendas are collaborated on by the chairperson and administrator in charge and are aligned to the district’s guidelines and LCAP. During Site Council meetings; stakeholders are engaged in activities that utilize school data to inform decisions and actions. Based on quantitative data from the California Dashboard and other metrics, the council reviews and approves the SPSA goals, strategies/activities, and budget allocations. At the end of the school-year, the council reviews and evaluates the SPSA. Other agenda items are the School-Parent Compact, progress monitoring and interventions, parent involvement policy and activities. In addition to School Site Council; Nogales High School provides opportunities for English Learner parents to provide input on how the school can increase student achievement. The school’s English Learner Advisory Council (ELAC) is a committee of primarily English Learner (EL) parents, EL counselor, EL Coordinator, community liaison, and administrator in charge. The school provides resources and information on how parents can advocate for the rights and needs of EL students. The community liaison facilitates school field trips, and parenting workshops for the purpose of parent empowerment. Examples of regularly attended parent events are the Parent Involvement Academy, California Association for Bilingual Education (CABE), Parent Institute for Quality Education (PIQE), and Disciplina Positiva. ELAC is required to provide recommendations to School Site Council on increasing EL academic achievement. An ELAC parent also serves at the District-level ELAC (DELAC) to represent the interests of EL students at Nogales High School. The Nogales Parent-Teacher-School-Association (PTSA) is formed each year and meets regularly throughout the school year. The committee discusses major school decisions and facilitates communication between the staff and parents. The committee actively builds working relationships with the school and hosts celebratory events such as Teacher Appreciation Days and end-of-year breakfasts to demonstrate support for the teachers’ valuable contributions to student learning. Teacher membership on the PTSA has surged close to 100% over the past three years. The PTSA also helps to create student leaders and empowers families to advocate for their children. Membership dues collected for PTSA are mostly dedicated to student college scholarship awards. The School Leadership Team plays a vital role in the development of the school goals and action plan. Since 2016, membership had been expanded to ensure representation from all segments of the school. Members of the team include all Administrators, Program Coordinators, Department Chairs, and TOSAs. The Leadership Team regularly meets after-school on the first Tuesday of each month with the addition of more meeting days for urgent school issues. The purpose of the Leadership Team is to positively unite and support all staff in embracing best practices to ensure an equitable first-class learning environment for all. Leadership members guide their respective departments and programs in the analysis and evaluation of student outcomes to create their SMART goals. The SMART goals contribute to the development of the SPSA. Leadership members also guide their teams in reflecting on their individual and collective practices for the WASC self-study process. Other examples of crucial agenda items for the Leadership are safety, attendance, discipline, and interventions. Great strides have been made to ensure a collaborative process among all staff members in the self-study process. Since the last WASC visit in 2016, the school has reviewed its annual staff meeting days to guarantee that sufficient time is allocated for the staff to collaborate on its action plans. The school has since dedicated a minimum of four of its annual staff meeting days for WASC-related work. During those days, the staff was grouped in teams according to program or department affiliation to analyze multiple sources of student scores in AP, IB, ELPAC, and SBAC. They also reviewed other quantitative and qualitative data from the California Dashboard, Interim Assessments, academic grades, and various student participation rates in clubs, sports, and school activities. The teams then developed their SMART goals based on the identified areas of strength and areas of critical needs. During the year, team members continually monitor their SMART goals during Monday Late-start meeting days and other designated collaboration time. The teams’ SMART goals and action plans are submitted to the Stull Advisors. The SMART goals are essential input for the development of the SPSA and are woven throughout all the SPSA goals to support the academic and personal well-being of all students. Outside of the School Leadership Team, there are also several committees that were formed to address specific priorities. These are critical areas of the school’s operations that require immediate attention and actions such as Discipline, Instruction, Intervention, PBIS, and Safety. To ensure transparency of actions; the meeting agendas and minutes are shared with all staff through a shared Google document, Noble Solutions, that was created in 2019. Sharing google documents school-wide is now common practice for fostering open communication and increasing accountability. The committee’s strategies for successful implementation are supported in the SPSA through training, professional learning, personnel funding, and material purchases.‘Student Voice’ surveys in the past few years were conducted by randomly selecting student participants. The findings from the surveys were shared with the staff. Some of the predominant needs identified were tutoring, re-teaching, and counseling support. Students also requested better communication methods on what activities and programs are available to them. The district also actively solicits input from students through surveys throughout the school year such as the Healthy Kids survey, Million Dollar Project, and Student Pulse Survey. Student needs that are determined from the surveys are shared with the staff and are addressed in the SPSA goals for students’ safety and wellness.IV: Progress on the Implementation of the Schoolwide Action Plan/SPSADespite the many challenges of a high-need schools; the Nogales staff charges forward in addressing the critical areas of need. The staff has a unified belief that students will succeed in an academically rigorous environment. Nogales High School has persevered in upgrading its entire educational program by exploring research-based school practices increase student engagement in learning as well as to improve student proficiency on State assessments. The school has worked diligently to establish a climate of trust and respect through the cultivation of strong partnerships with all stakeholders. Action Plan Goal 1:NHS instructional staff, in conjunction with the administration and counselors, will increase college and career readiness by providing all students with a rigorous and engaging 21st-century curriculum that is supported by instructional strategies that challenge all students to demonstrate depth-of-knowledge at a high level which will result in further improvement of student outcomes.The rationale for this goal stemmed from multiple sources of student outcomes in 2016. 29% of students who took the AP exams received a score of 3 or higher. Only four seniors received a CTE certificate. On average, less than 30% of IB students earned an IB diploma annually. 32% of 11th-grade students did not meet SBAC ELA standards. 72% of 11th graders did not meet SBAC Math standards.Several actions have been taken in response to Action Plan Goal 1 both at the District and Site levels. Instructional Practices, Professional Development, and school-wide support for students. Nogales High School’s instructional practices are congruent with the District’s initiatives. The focus areas over the past four years are Clarity of Instructional Purpose, Accuracy of Content, and Successful Learning by All Students. To successfully implement this district-wide initiative, teachers receive a plethora of support. The school prioritizes Professional Development and individualized coaching sessions to deepen their understanding of lesson design and skill-based instruction. Other teacher support structures are BTSA, New Teacher Orientation, After-school Lesson Design sessions, Instructional Walks, school visits, and PLC days. In 2018, several teachers across the curriculum attended Project-Based Lesson (PBL) training and school visits at High Tech High. Project-Based Learning engages students in authentic learning through the investigation of complex problems. In the Spring of 2019, the students showcased of projects created from their PBL learning experiences in several courses. The projects represented the students’ individual interests, cultural identities, environmental consciousness, and global responsibility. International Baccalaureate (IB)The IB program has been offered at Nogales High School since 2000. It is composed of 11 teachers, IB Coordinator, IB counselor, and an administrator-in-charge. The program is promoted to 8th-grade students through school visits and school events such as the Nogales 101. Interested students are placed on the pre-diploma track and enrolled in Honors classes. Students participate in the application process in their sophomore year to become full IB candidates during their 11th and 12th-grade years. To obtain an IB diploma, candidates complete a course in each of the 6 areas and a Theory of Knowledge class, write a 4,000-word extended essay and perform 150 hours of Creativity, Action, Service (CAS)All IB teachers continue to sharpen their practice through Professional IB training. The IB team of teachers, IB counselor, and administrator collaborates on their program evaluation by analyzing the data from the school’s IB statistics. The IB teachers also analyze their individual IB Subject Reports, implement the IB Learner profile in the classrooms, and regularly monitor the students’ progress. As a result of the IB teachers’ individual and collective work, significant developments have occurred in the IB program in the past three years. All IB candidates are accepted to 4-year colleges and universities. All full-diploma students passed two or more of the IB exams. There has been an increase of students earning 30 points; which equates to 30 credits within the UC system. Moreover, there has been an increase in the percentage of candidates earning the IB diploma. IB DataYear 20152016201720182019Number of Diploma candidates2638262224Number of candidates to receive diplomas810111116Advanced Placement Program (AP)Nogales High School increased the number of AP courses on its Master Schedule. The AP 5-year data indicate a substantial increase in the number of students taking the AP exams and an increase in the number of exams taken. AP course offerings have been added and some have been eliminated to reflect the students’ interests and meet A-G criteria. To better support students’ success in AP courses; teachers are sent to annual training in the specific AP courses they teach. In the past two years; the school has funded the Albert web-based program for the AP classes. Through Albert, AP students gain exposure to AP exam formats such as multiple-choice, Free Response Questions (FRQ), Document-Based Questions (DBQ). It is also a valuable resource for students to review their progress and provides them opportunities for consistent practice. AP Five Year Score Summary20152016201720182019students with scores 3+on AP exams54%(150)47%(146)39%(184)51%(258)47% (212)total AP students278310466508447number of exams502563781923785Biology27241113Calculus AB5497767535Calculus BC7131979Chemistry12Chinese Lang & Culture242Computer Sci Principles171416Eng Lang & Composition9189610187Eng Lit & Composition6563297572Environmental Science11349European History756853French lang & Culture31468Human Geography2536040Macroeconomics101030Microeconomics1Physics: Mechanics2Psychology4951504748Spanish Lang & Culture105121145158138Spanish Lit & Culture4515113027Studio Art: 2-D610Studio Art: Drawing2US Gov’t & Politics1191725US History113109138142120Career and Technical Education (CTE)It is the CTE department’s goal to ensure high-quality instruction, a standards-aligned curriculum, and relevant learning experiences to help students thrive in post-secondary education and careers. The CTE department hosts an annual Elective Fair to bring forth a school-wide awareness of elective courses in the different Pathways. Data for the past five years indicate exponential growth in the CTE program. The number of CTE certificate recipients have jumped from 5 in 2016 to 61 in 2020 with the most growth in the pathways of Health and Medical, and Arts and Communication. Student enrollment in the Technology courses has grown from 20 in 2017 to 80 in 2020. Although a relatively new program, the Technology program actively seeks STEM events for students to participate in. In 2019, 50 students were involved in the Solar Boat Cup competition, 18 students participated in the JPL Invention Challenge, and 2 students joined the Skills USA Competition. Additionally, Technology students have had several opportunities to visit the college campuses of CalTech, CalPoly Pomona, and USC. In 2019, all of the CTE courses that were offered through ROP have all been transitioned to the RUSD curriculum. Large amounts of district funds were invested for the infrastructure of CTE classrooms in Medical Technology and Automotive Technology. Sizeable amounts of school funds have also been allocated for supplementary instructional materials (e.g. Accounting workbooks, cameras for photography, medical supplies for MedCore, CNC mill and Vex Robotics for Engineering and Robotics) as well as continued Professional Development and training for all CTE teachers. All courses in the CTE Pathway are UC/CSU approved. The pathway courses are sequenced to give students the opportunity to enhance their skills as they progress through the program from introductory, intermediate, and advanced skill levels. Students may earn a CTE certificate by participating in the Senior Seminar program wherein they complete research projects, research presentations, portfolios, internships, and exit interviews.CTE DataCTE certificates20162017201820192020Business20425Public and Human Services00030Health and Medical28252525Arts and Communication115221931Total enrollment523514961Technology PathwayTechnology Pathway2017201820192020enrollment20408580Advancement Via Individual Determination (AVID)To close the achievement gap, the school’s AVID program helps students succeed in high school and prepares them for post-secondary education. AVID utilizes research-based curriculum while emphasizing Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) skills. In AVID, students are given the structures and support to succeed in other courses by using Cornell Notes for note-taking. Some classes have built-in tutoring time with Avid tutors or peer tutors. Every year, the school hires a minimum of four college students to provide tutoring in the classes. AVID students have multiple opportunities to participate in college/university field trips throughout the year. More importantly, the AVID teachers ensure that students thrive in school and in life by developing life-long behaviors and skills such as organization, time management, communication, leadership, and agency. AVID Data2015 - 20162016 - 20172017 - 2018Total enrollment14744 M / 95 F17652 M / 124 F22260 M / 162 F# of AVID elective sections578# of AVID elective teachers344Total # of students enrolled in at least one AP or IB course65 (11th/12th only)120 (9th - 12th)134 (9th - 12th)# of students enrolled in at least their 3rd year of AVID546783# of students who took at least one college preparatory exam (PSAT/SAT/ACT)82 (11th/12th only)114 (10th - 12th)153 (10th - 12th)# of seniors who took at least one AP or IB exam24/6337/40N/A# of seniors who applied to at least one 4-year university63/6340/4061/61# of seniors who were accepted to at least one 4-year university55/6335/40N/A# of seniors who are planning to attend a 4-year university41/6325/40N/AEnglish Language Arts (ELA)In the 2017-2018 school year, Nogales High School adopted the CSU’s ERWC course in its Master Schedule. It is geared for 12th graders who are “conditionally ready’ as identified through the ELA Literacy SBAC data. To reinforce the implementation of ERWC; ELA teachers were provided multiple days of ERWC training through CalPoly Pomona. Tier-2 intervention support English classes have been created for at-risk student populations. There are Co-teaching classes in ELA 9-12 where instruction is provided by a General Education teacher and a Resource Specialist. The House 9 program is a small class-setting for English 9 that is also co-taught by a General Education teacher and a Resource Specialist. The Freshmen Advisory class is a small class setting for 9th graders where students receive additional help on ELA content. Action Plan Goal #2NHS instructional staff, in conjunction with the administration and counselors, will increase student performance on all academic indicators by providing interventions and support for all at-risk students (e.g. freshmen, English learners, Students with Disabilities, etc.) and incorporate proactive and timely targeted interventions within the instructional setting.The rationales for Action Plan goal #2 were generated from multiple sources of student outcomes in 2016. English Learners and Students with Disabilities continued to perform at lower proficiency levels in the SBAC ELA and SBAC Math state assessments. HIstorical end-of-semester grades indicate a much higher percentage of 9th-grade students fail in one or more classes. In 2016, there were more than 300 student referrals that resulted in lunch/after-school detentions, in-school suspensions, and home suspensions. Between 100 and 150 students dropped out of high school. Nogales High School has made tremendous progress since the last WASC visit in upgrading its entire educational program to increase student achievement. Since the last WASC visit in 2016, Nogales has strengthened and expanded its Multi-Tiered Structure of Supports MTSS) many of which are still in the early stages of implementation and continue to be refined with the aid of stakeholder feedback. Strategic use of general and categorical funds have been allocated to address the needs of at-risk populations such as reducing class sizes in Math and English, adding Tier-2 intervention classes, hiring additional support personnel, supporting teachers through professional development and release days for collaboration, purchasing supplemental instructional materials to augment student learning and engagement. The Special Education program provides the least restrictive educational setting for students with disabilities. The majority of Special Education students are in mainstreamed classes with a co-teaching of a general education and education specialist model in English and Math courses. Some students are supported through a Study Skills period if warranted. Some students are enrolled in Special Day Class (SDC) in Core classes and mainstreamed in elective classes. A small population of students are enrolled in the EDBD class. Although most students have been identified in their elementary or middle school years; Nogales has in place a Student Study Team (SST) process to identify and recommend new students to the Special Education program.A solution to the high fail rates is the Tier-2 interventions during the school day for at-risk students through the Nogales Success Academy (NSA). NSA includes SERVE, Opportunities, HOUSE, and Freshmen Advisory classes. From its inception in 2016; NHS has maintained 5 sections of S.E.R.V.E. classes for at-risk 9th - 12th-grade students. The SERVE class is an elective life skills course aimed to provide students with social, emotional, recreational, vocational, and educational support to guarantee a successful transition to and completion of high school requirements. The HOUSE program is a cohort class that provides at-risk students an opportunity to succeed in a smaller size settings for ELA, Algebra1, and Earth Science classes. In HOUSE, students are provided with a supportive, nurturing, and motivating environment where students can focus and receive one-on-one help. The Opportunity program is a class where 10th-grade at-risk students complete World History and an additional class for online credit recovery through AVENTA/FuelEd. The Freshmen Advisory class is a small class setting that incorporates study skills and additional support in Math, ELA, and Science. The success of the intervention classes is evidenced in the students’ GPA gains and credit recovery rates. Students fail too many classes during their 9th-grade year, which makes it difficult for them to recover their credits on time. Many others exhibit a lack of motivation or at-risk factors as incoming freshmen. To address these factors and provide early intervention and support, Nogales High School hired additional counselors to reduce counselor caseloads that will in turn allow them more time to support all students, especially the freshmen and most at-risk students. Counselors also provide interventions and support during Progress Monitoring for Reclassified students. The EL Counselor actively monitors the academic progress of newcomer English Learners to ensure that they are receiving the language and academic assistance they need. The ELD1-level newcomers are in small cohorts in the core classes for Math, English, Science, and Social Science where instructional aides are available to help in the classes. The Designated and Integrated ELD teachers are provided training by the District Project Specialist as well as through Conferences like CABE and Soluciones. During the school year, Math and Science tutoring sessions are offered by teachers before school, at lunch, and after-school. Teachers and outside professional services are hired by the school to provide tutorials for SAT/ACT, ELPAC, and AP tests. Web-based tutorials are purchased by the school to enhance instruction and support student learning in Math, Science, and AP classes. The AVID classes have built-in tutorial sessions in their curricula by AVID tutors and through student peer tutoring. The Freshmen Advisory classes receive supplemental instruction for Math and English content. The Study Skills class for Special Education classes provide opportunities for students to receive one-on-one support from Resource Specialists. Summer sessions enable students to recover credits and earn go-ahead credits as well. Enrichment classes and Summer Bridge learning are also offered during the Summer sessions. During the school year, students can makeup credits through the AVENTA/FuelEd online classes or attend Adult School classes on campus. Students can also participate in dual-enrollment through Mt. San Antonio Community College in courses such as Rock History, Life Skills, and Sign 101. Under special circumstances, students can also avail of home teaching from an RUSD certificated teacher. When students are suspended from class, they are given the opportunity to attend Alternative to Suspension at an off-site location where they can continue to work on class assignments under the supervision of a teacher. Nogales Success Academy DataNSA / SERVE201720182019Total number of students122125124Fall avg G.P.A. (pre)1.892.031.91Fall avg G.P.A. (post)2.52.322.34Core F’s (pre)2.211.611.77Core F’s (post)1.40.92.93NSA / HOUSE201720182019Total number of students434844Fall avg G.P.A. (pre)1.51.951.81Fall avg G.P.A. (post)2.112.192.3Core F’s (pre)1.70.891.64Core F’s (post)1.40.34.50NSA / OPPORTUNITY201720182019Total number of students242821Fall avg G.P.A. (pre)0.791.08.52Fall avg G.P.A. (post)1.801.78.96Core F’s (pre)6.425.384.2Core F’s (post)2.041.292.30Credit Recovered350550415Action Plan goal #3NHS stakeholders in conjunction with the administration will increase support for students, faculty, and staff through the cultivation of positive school culture and systems of support, which results in a school climate in which all are able to demonstrate growth and to be successful.The rationales for Action Plan Goal #3 were derived from community perception, staffing changes, new school structures and systems. The community’s negative perception of Nogales High School has adversely affected student enrollment and staff recruitment and retainment. High leadership and teacher turnover have also had negatively impacted the perceptions of the community, parents, students, and staff. In addition, many of the school’s programs, structures, and systems have been newly implemented, and need consistency to become institutionalized as a part of the school’s culture. The school lacked consistent data- monitoring to measure the effects of school programs. Nogales High School has continued its efforts to increase staff, parent, and student involvement in the community and school events by cultivating a positive school culture. It has persevered to implement and build a systematic plan to strategically and purposely connect students to sports, clubs, and academic programs. The school has started the work on establishing baseline data and institutionalizing a data collection system to measure attendance for school events, participation in extracurricular activities and after-school social events for students. The school has also established ongoing and regular social events for staff and has increased parent involvement in the community and school events such as PTSA, SSC, ELAC, parent workshops, and parent nights.The school hosts several events to recognize and celebrate student achievements. During Awards Nights and Honor Awards Nights; students receive award certificates in academic achievement for Honor Roll, High Honor Roll, Principal’s Honor Roll, Perfect Attendance. The distinguished seniors are recognized during Senior Honors Night. English Learners are awarded certificates in English Language Acquisition or English Language Proficiency for demonstrating language growth in ELPAC. Nogales has hosted student assemblies that support the socio-emotional development, safety and well-being of students. The school has annually hosted an Every 15 Minutes Event and Assembly to bring awareness to 11th-12th grade students about the dangers of driving under the influence. The event includes an accident simulation, guest speakers, assembly, and parent/ community involvement. Other assemblies geared for socio-emotional support that have been hosted at the school are Epic on Purpose, With Hope, and What Goes Around.Attendance in school dance events such as Homecoming, Sadies, and Prom have been increasing in the past few years that is evidence for students having stronger connections with the school community. Participation in senior events such as Senior Luau, Senior Breakfast, and Grad Night has also increased. The Senior Luau is a dinner and dance evening to kick-off the school year for the graduating class of 2019. Grad Night provides Seniors one last evening of fun activities with their class at Disneyland. ASB Data2015-20162016-20172017-20182018-2019ASB Cards Sold493593784742Senior Packages4983148131Homecoming Tickets342421615532Spring Fling1661801250Prom397520467381# of Athletes/extra-curricular695698# of Clubs2334The school hosts several informational events for elementary and middle schools to promote the various student programs and activities available to them at Nogales High School. Student Leaders hosted the Nogales 101 event for feeder schools which included small group campus tours, small group “get to know you” activities, and a Rally in the Gym for 8th graders. Nogales hosted Parent Academy Night for all incoming 9th-grade parents. The night consisted of Electives and Programs setting up stations for parents to view, personal guided tours led by students to highlight the campus, information regarding specifics about Programs led by Administration and Program Coordinators, and special performances by the Band, Choir, Orchestra, and Folklorico. The ASB team comprised of the ASB Director and administrators annually attend the CADA Conference.?The team continues the work in increasing a positive school culture and climate for NHS and to increase student engagement. The enthusiastic participation of staff from many different departments and programs has spurred a multitude of student activities that promote a positive culture on campus. There have been lunch activities for March Madness week such as Power 106 Game, Dodgeball Tournament, and Clash of the Classes. There have also been student performances at lunchtime from The Nogales Dance Crew, Emeralds Dance, and pep squad. The Positive Behavior Intervention System (PBIS) has been adopted district-wide and has been in full implementation at the school since the 2015-2016 school year. Since then, a team had been created to support the staff in the implementation of PBIS school-wide. Several staff members are sent to PBIS training annually in order to reinforce the positive behaviors on campus. The PBIS expectations and behavior matrix are reiterated in all classrooms at the start of each semester. The students are expected to exemplify Personal Responsibility, Respect, Integrity, Determination, and Excellence (PRIDE) in their behavior conduct inside and outside of the classrooms. Staff survey indicated that there has been a significant improvement in school culture due to the implementation of PBIS. Nogales High School received the PBIS Gold Award in recognition of its efforts in reinforcing positive behaviors school-wide in 2018. Students are provided with agenda planners containing relevant school information such as Core Course 36-week pacing guide, bell schedules, district, and school policies, Clubs and activities. Student ID cards have also been re-designed to include safety and mental health resource telephone numbers. Staff members such as the S.E.R.V.E teacher, Gear Therapist, Community Liaison, counselors and Intervention Coordinator received course training and certification in Mental Health First Aid, so they can better address the mental health needs of our students.Guidance counselors provide a variety of resources for student achievement. They facilitate financial aid workshops, UC/CSU application assistance, college field trips, guest speakers, college and career fairs, parent information nights, etc. In 2018, the Guidance team hosted an assembly for students who were in grave danger of failing multiple classes. The presentation highlight was a guest speaker Jonathan Hernandez, founder of non-profit Santa Ana Unidos, on the value of being resilient and triumphant despite severe personal challenges. In addition to the assembly, a parent presentation was held to provide information and resources for student success. The presentation was in collaboration with the Family Resource Center (FRC). It pertained to school attendance, graduation requirements, credit recovery, mental health assistance, substance abuse therapy, parents’ rights and responsibilities, and parenting classes. For the past three years, the guidance team has partnered with Schools First Credit Union in providing seniors with an interactive simulation of real-life financial challenges through Bite of Reality. The workshop teaches students the basics of money management in a fun and safe setting. The EL counselor also organizes annual field trips to the Adelante Latino and Adelante Mujer student conferences. The purpose of the Adelante Conference is to provide high school students with tools for personal and professional growth, challenge them to raise their expectations, promote leadership and encourage them to pursue a post-high school education, so that they may achieve their goals and have a positive impact on their lives and the lives of others. For many years, counselors and staff had organized student field trips to the Immigrant Youth Empowerment Conference (IYEC) at UCLA. Counselors attend Financial Aid and UndocuAlly training to ensure opportunities for post-secondary education for undocumented students.The School-Parent Compact is jointly developed by the school and parents on an annual basis. The compact outlines how parents, school staff, and students will share responsibility for improving student academic achievement. It describes specific ways the school and families will partner to help students achieve the State’s high academic standards. Some activities that parents can support the learning in the homes are by supervising assigned homework, daily reading, family discussions that reinforce or enrich their students’ classroom learning. Parents are invited to attend parenting classes hosted by the school that provides parents with the tools to better support their students such as PIQE and Disciplina Positiva. The PIQE and Disciplina Positiva are parenting classes that Nogales hosts annually to promote the positive development of social, emotional, life skills for families and communities. All of these parent engagement activities are strongly supported in the SPSA with sufficient funding allotments under Goal 8.The band, choir, and athletic teams have parent booster organizations that raise funds and assist the students in competitions. Parent Information events are frequently hosted by the school regarding topics such as graduation requirements, college procedures, financial aid, scholarships, study skills, etc. Nogales High School hosts Coffee with the Principal throughout the school year where parents can engage in meaningful conversations and provide input to the Principal. The school supports a partnership among staff, parents, and the community to improve student academic achievement. Teachers introduce academic content standards, curriculum pacing, and performance expectations at Back-to-school night. During Parent Conference nights, teachers discuss assessment results, achievement goals, and strategies for academic success. Special Education teachers adhere to scheduled meetings as specified on the students’ Individual Education Plan (IEP). Administrators, counselors, and teachers work jointly in identifying appropriate interventions and support structures that best meet the students’ needs in Student Study Team (SST) meetings. To build a positive working relationship within the staff, the school has hosted monthly staff birthday celebrations, monthly FunFood Fridays potlucks put together by departments, Teacher Appreciation barbeque put together by the administrative team. Staff members are nominated by their peers for the Staff Member of the Month award. The award recipient receives a SMOM award certificate, SMOM polo shirt, marquee announcement, gift certificate, and a designated SMOM parking space for a month. The Nogales staff has a high participation rate in wearing College Gear Tuesdays, Noble Gear Fridays, and Spirit Week attires. Action Plan goal #4NHS stakeholders, in conjunction with the administration, will institutionalize an accountability system that includes the WASC self-study process, as well as an annual evaluation cycle of the school’s programs and initiatives.The rationales for this goal came about from the constant changes in leadership and administration created an unstable WASC self-study process. In addition, high leadership and teacher turnover rates had affected the school’s ability to involve all stakeholders in the school improvement process. It had been determined that there was a need to build structures and routines to expand stakeholder involvement in the WASC process as well as school improvement processes. In the Spring of 2018, a new WASC Coordinator was assigned to guide the staff in its self-study process. The staff meeting schedules for the year were evaluated by the Leadership Team, and dedicated four staff meetings specifically for WASC purposes. During these meetings; staff had been able to annually review the Critical areas for follow-up and had been able to reflect on their individual and collective practices in addressing the critical needs. A google classroom had been created to facilitate school-wide communication. This platform contains student outcomes, team analyses of data, reflections on practices, team SMART goals, action plans, timeline, and all other information pertinent to the WASC process. Since the last WASC visit in 2016, there had been an increase in parent engagement through School Site Council, ELAC, PTSA, and Coffee with the Principal where parents, students, and community members have been able to provide input to the school’s improvement processes. There had also been an increase in community outreach to share vital school information with the community through phone calls, email, postcards, newsletters, and community liaison. The community liaison had been instrumental in collecting participation data on all community events. V: Schoolwide Action Plan/SPSA RefinementsThe process for developing the Single Plan for Student Achievement (SPSA) for this school year had been modified at the district level. In past years, the SPSA was developed by the schools in October and approved by the Board in November. This year, the school will be working on 2019-2020 as well as the 2020-2021 SPSA. The 2020-2021 SPSA will be developed and approved in the Spring of 2020 which will allow the school to operate with the most current goals and budget allocations by the start of the 2020-2021 school year in August. In addition to modifying the timeline of the SPSA development, the format had also been rearranged to mirror the order of the LCAP goals. The SPSA goals had been rearranged as follows: 1 = ELA, 2 = Mathematics, 3 = English Learners, 4 = Science, 5 = Social Science, 6 = College and Career Readiness, 7 = Safety and Wellness, 8 = Parent Involvement.Nogales High School SPSA 2019-2020 ................
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