DPA #1-3 English II Comparison

2. DPA #1-3 English II Comparison

3. DPA #1-3 English III Comparison

4. DPA #1-3 Algebra I Comparison

5. DPA #1-3 Int. Math Comparison

6. DPA # 1-3 Geometry Comparison

7. ELD DATA ELD 32 students will be reclassified (August to Present)- Ceremony was held prior to our last ELAC Meeting Met AMAO I target of 56% w/ 64.8% of English Learners moving 1 or more levels Represents an increase of 30.7% from 2010-11 school year AMAO 2 target of 20% for students in US < than 5 years did not apply Met AMAO 2 target of 45.1% for students in US 5 years or > w/55.4% Presents an increase of 23.2% from 2010-11 school year

8. SPECTRUM OF LEARNING 1= Literal 2=Refinement 3=Internalized 4=Innovative

9. Academic RtI

10. Fall Semester Summary

11. Fall Semester Summary

12. Fall Semester Summary

13. Next Steps • Behavior RtI – Interventions and Supports to increase access to good initial first teaching • Attendance – Monitoring and Accountability to increase access to good initial first teaching • Academic RtI – refining our work to • support Tier I classroom • strengthen Tier II strategic (:30) • develop Tier III intensive • EL students – Establish Intensive 3 week monitoring

14. REFLECTION Areas of Strength ELA English II & III movement of students from below basic English III teachers worked collaboratively for EDI lesson design and RtI Math Algebra I, Int. Math and Geometry movement of students from below basic Teacher proficiency in EDI use improving ELD Teacher is working diligently and owns EAHS’s ELD program Met all AMAO targets

15. Reflection Areas of Strength PLC Teachers welcome external facilitation Time is being used to discuss instruction, not school policies. EDI Weekly Power Lessons Weekly Focus Walks, ie., professional conversations RtI All teachers are providing an opportunity for make-up Teachers and interventions are focused on the learning

16. REFLECTION Areas of Concern ELA & Math DPA growth reflects limited number of students. Lack of student movement into Advanced and Proficient causes concern for overall staff belief in student potential. :30 minute Interventions are currently functioning as a form of Tier I and not utilized strategically and appropriately as Tier II.

17. REFLECTION • PLC • Evolve from Department conversations to professional conversations w/ an administrator each term focused on CFA review and response. • Focus on student learning and reflective practice. • EDI • Progress of EDI implementation – adding value • Structured Pair/Share in English • RtI • Become more strategic and intensive • Clarification of RtIw/ Tier in the classroom

18. 2012-13 CHANGES • Fully implement 3-week academic, behavior and attendance progress monitoring. • Transition from :30 lunch time Tier I Interventions, to Strategic Tier II Reading Comprehension, Foundational Math, and CAHSEE Math & ELA by strand with clear exit criteria. • Fully implement Universal screening procedures for all incoming students for appropriate placement. • Develop ELD III section(s) to provide more strategic instruction based upon student need. • Elimination of 46% TSA and transition responsibility of Instruction to V.P. for increased accountability of implementation of Instructional Norms, EDI power lessons, and English Learner Principles.

19. CONTINUOUS IMPROVEMENT • PLC • Common Core exploration and use of Next Generation Assessments to determine the skills gap and guide our work. • Establish writing across the curriculums and daily use of academic vocabulary. • EDI • Implementation monitoring and feedback plan coordinated with administration and district coaches. • 2 “Power Lessons” per Week • Focus on “Closure” for data-based decision making. • RtI • Establish clarity and strategic and intensive interventions. • Improve enrichment offerings. (academic)