CVHS 2010-2011 - Ceres Unified School District

The Single Plan For Student Achievementhttps://secure.doc-tracking.com/v2/Home/DocumentDisplay.aspx?A=69275&D=7712Page 19 of 3011/22/2010Appendix B - Analysis of Current Instructional ProgramThis section lists statements about the instructional program adapted from NCLB, Title I, Part A and the related CaliforniaEssential Program Components (EPC). To analyze these statements, the school site council will need information from avariety of sources (e.g., Survey Results, Library Plan, Master Plan, SARC).Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoidvague or general descriptions. Each successive school plan should examine the status of these findings and note progressmade. Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoingmonitoring of categorical programs.Standards, Assessment, and Accountability1. Use of state and local assessments to modify instruction and improve student achievement (NCLB)The following list reflects educational practices at Central Valley High School:The Central Valley High School strategic plan, consistent with the CUSD strategic plan, includes the objective to design,develop implement evaluate and improve the standards-based curriculum in each core academic area using CST andCAHSEE test data. Common standards-based assessments in the core areas are currently being used to evaluatestudent performances. The results from the Intel Assess benchmark assessments for ELA, math, science and socialscience are being used as a tool to evaluate instruction. The CELDT assessment is given annually to determine correctplacement of our English language learners.2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)The following list reflects educational practices at Central Valley High School:*On going classroom assessments are used to determine the effectiveness of differentiated instruction on studentachievement. These assessments are also used to identify students that need additional support through our beforeand after school tutoring program.*Students are referred to the Student Study Team process based upon ongoing assessments and progress made.*Staff routinely analyze test data to ensure specific skills are being addressed.Staffing and Professional Development3. Status of meeting requirements for highly qualified staff (NCLB)The following list reflects educational practices at Central Valley High School:*All Central Valley High School teachers meet the requirements for highly qualified staff.4. Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC)The following list reflects educational practices at Central Valley High School:The Principal of Central Valley High School, Amy Peterman, completed the Principal's Assembly Bill (AB) 75 training onState Board of Education (SBE) adopted instructional materials) (EPC).5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to AB 466 training on SBEadoptedinstructional materials) (EPC)The following list reflects educational practices at Central Valley High School:*AB466 and AB430 training has been provided for the Holt literacy series and follow-up training for new teachers isprovided by District Literacy Coaches.*AB466 training has been provided for the Algebra series and follow-up training for new teachers is provided by DistrictMath Coaches.6. Alignment of staff development to content standards, assessed student performance, and professional needs (NCLB)The following list reflects educational practices at Central Valley High School:*Data is reviewed on a regular basis to trigger staff development plans for staff meetings, release days, andprofessional development days.