Artesia High School | Self-Study Report 2021 by Q Press

Artesia

High School

Self-Study Report March 29-31, 2021

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

Artesia High School

Self-Study Report 12108 Del Amo Boulevard Lakewood, CA 90715 ABC Unified School District

March 29-31, 2021 Accrediting Commission for Schools   Western Association of Schools and Colleges

Table of Contents Preface Chapter I.

Progress Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter II. Student/Community Profile and Supporting Data and Findings . . . 11 Chapter III. Self-Study Findings Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources. . . . . . . . . . . . . . . . . . 123 Category B: Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Category C: Learning and Teaching . . . . . . . . . . . . . . . . . . . . . . . 149 Category D: Assessment and Accountability. . . . . . . . . . . . . . . . . . . 159 Category E: School Culture and Support for Student Personal, Social-Emotional, and Academic Growth. . . . . . . . . . . . . . 167 Chapter IV. Summary from Analysis of Identified Major Student Learning Needs . . . . . . . . . . . . . . . . . . . . . . . . 179 Chapter V. Schoolwide Action Plan/SPSA . . . . . . . . . . . . . . . . . . . . . 185 Appendix

Preface

The Self-Study Process The Western Association of Schools and Colleges (WASC) documentation methods are embedded in Artesia High School’s on-going self-study process. The school prepared for its WASC review by establishing focus groups with representatives from each content area, including department chairpersons, teachers, and administrators. The preliminary meetings with focus groups concentrated on review of the school’s mission and vision statements, Student Learner Outcomes (SLOs), and data related to the students’ acquisition of 21st century skills. The focus groups used an analytical process to come to a consensus that the school’s mission statement, vision statement, and SLOs needed to be amended in order to better reflect the dynamic transformations taking place at Artesia High. The staff has utilized this process to discuss and reexamine collective teaching practices, differentiate and implement a variety of learning strategies, and use data to drive curriculum at the school. As the 2020-2021 school year began, all WASC meetings continued virtually due to the coronavirus pandemic.

Involvement and collaboration of all staff and other stakeholders to support student achievement: Artesia High School’s self-study process relies on a variety of creative, collaborative methods to ensure the inclusion of all stakeholders. This includes monthly WASC meetings that provide the staff with cooperative forums where they can participate in their assigned focus group. The meetings required information to be shared through the use of Google Docs, which allowed immediate feedback between all stakeholders, as well as effective collaboration between all focus groups. Teachers were also given the opportunity to complete a survey regarding school practices. Artesia has built a school culture that maintains educational excellence through inclusive and personalized learning practices. Teachers participate in classroom walk-throughs to observe a variety of teaching practices in multiple subjects. After those walkthroughs, teachers are able to debrief with each other to reflect upon what they observed in order to incorporate new strategies into their own classrooms. Participants use DigiCOACH to provide timely feedback for teachers being observed. Both formative and summative assessments are used to drive instructional content in order to enhance student learning. Research-based teaching strategies, focused on differentiated instruction, provides Artesia High School students with multiple means of expression; thus, they are able to increase their engagement and “show what they know” by becoming active participants in their own learning.

Parents participated in the self-study process through attending some or all of the following meetings: School Site Council, Parent Teacher Organization (PTO), English Learner Advisory Committee (ELAC), and Coffee with the Principal. During those meetings, parents were updated on the self-study process and given the opportunity to provide feedback. Parents also were asked to take a survey about the school at the spring Report Card Night, as well as participate in the school’s annual classroom walkthrough using a classroom evaluation tool that was created by educational consultant Dennis Parker. Mr. Parker gives instruction on this form and then leads the participants on first-hand classroom observations and discussions. The WASC self-study was also addressed. Student input was gathered throughout the self-study process in a variety of ways. Students are given a survey to allow them to give unbiased feedback on the school and its practices. Additionally, the school principal collects student input through their participation at School Site Council meetings, and conversations with student school board representatives as well as student equity committee members. A video project was commissioned in the fall of 2020 where a focus group of students were interviewed regarding their experiences and perspectives of teaching and learning at the school.

Clarification and measurement of what all students should know, understand, and be able to do through schoolwide learner outcomes/ graduate profile, academic standards: The goal of Artesia High School is to equip students with 21st century skills so they will become successful in college and their careers. Students are exposed to authentic learning that includes a wide variety of high-yield educational and instructional techniques. These techniques focus on connecting what students are taught in school to real-world issues, problems, and applications, in order to increase student interest and motivation, and become better prepared to succeed in college, careers, and adulthood, as evidenced in the school’s SLOs. Students are provided with a comprehensive learning experience through the use of Common Core State Standards in English using McGraw Hill’s StudySync program and California State University Expository Reading and Writing Course (ERWC), Common Core State Standards in Math with support from Carnegie Learning, Next Generation Science Standards (NGSS) with the new STEMscopes curriculum, Common Core State Standards in Literacy for History/Social Science, and Project Lead the Way (PLTW) in Engineering and Biomedical Science.

Analysis of California Dashboard indicators and additional data about students and student achievement: At Artesia High School, no decision is made without looking at data and research. The opening of the school year involves reviewing previous years’ data and analyzing patterns and trends with the administration and the staff. This facilitates a conversation about best practices and areas of need. Analysis of data continues throughout the school year and is evident on data walls posted in classrooms and in data chats with students, teachers, parents, and counselors. Data analysis culminates at an end-of-the-year retreat with administration, department chairpersons, and other leadership team members. The year is reviewed and new goals are set. The master schedule is also data driven and is developed based on student requests and needs. Teachers use data to drive instruction by incorporating high-yield interactive strategies and implementing Dennis Parker’s Strategic Schooling practices based on the needs of students in their classes. In 2019, the school’s graduation rate was 98.7% as reflected on the California Dashboard. Even though Artesia High School is the only urban high school in the district, it still has the highest graduation rate, with the exception of Whitney High School, an entrance by examination school which admits the top 10% students in the district. For the 2019-2020 school year, the district adopted the California graduation requirement due to the impact the global pandemic was having on students; consequently, the graduation rate was 98.4% for 2020. In 2019, 55% of 11th graders scored “Met” or “Exceeded” on the English Language Arts CAASPP test. This is seven points above standard on the indicator which puts the school at yellow on the California Dashboard. One of Artesia’s schoolwide campaigns is focusing on writing, and the English Department in particular has incorporated many new writing strategies into its curriculum. Additionally, all English teachers are using released CAASPP test questions as part of their daily agendas. In 2019, 28% of 11th graders scored “Met” or “Exceeded” on the Math CAASPP test. This is 65.9 points below standard on the indicator, which puts the school at red. Beginning in the 2018-2019 school year, an 11th grade Academic Support class was created for those students who had previously failed both Math I and Math II. All 11th grade students participate in a Math Bootcamp prior to the CAASPP, and the math department is working with a new consultant through Carnegie Learning. In 2019, 59% of English Learners (EL) were making progress towards English language proficiency as reflected on the California Dashboard. This high percentage is a result of systems put in place to help EL students improve their English, and the EL Department being able to reclassify many of those students. In 2019, 48.5% of the students were considered prepared according to the College/Career indicator, which puts the school at yellow on the California Dashboard. The Student Union Media Center, in conjunction with the Advancement Via Individual Determination (AVID) department, works diligently to communicate with all students regarding a-g requirements, CTE Pathway completion, and Dual Enrollment opportunities. Artesia’s block schedule also allows for more students to be able to complete the aforementioned classes.

In 2019, the school’s suspension rate was 4.8% according to the indicator which put the school at green on the California Dashboard. Artesia High School has incorporated both Restorative Justice and school-based interventions, which has resulted in a decrease of the suspension rate.

Assessment of the entire school program and its impact on student learning in relation to the schoolwide learner outcomes/graduate profile, academic standards, and ACS WASC/CDE criteria: To carry out the school’s most recent assessment of their program, focus groups were created reflecting representation from all stakeholders, which include members of each department, an administrator, and members of the classified staff. The department chairs are designated as focus group leaders and given the responsibility to disseminate information to their home groups (departments). Students and parents are not assigned to a specific focus group; however, they are provided with a variety of opportunities to participate in other events on campus. The decision not to include parents in the focus groups was made so that stakeholders felt comfortable amongst their peers to openly discuss all aspects of campus life. Additionally, many students and parents have not been aware of the formal WASC process, so the decision was made to create separate focus groups that could be tailored to meet their needs based on discussions with the School Site Council and the PTO. WASC focus items are discussed by the Principal at multiple meetings with the parents and stakeholders. A School Board Member and the Director of Secondary Schools for the district are also members of focus groups.

Alignment of a schoolwide action plan/SPSA to the LCAP and the school’s areas of need; the capacity to implement and monitor the accomplishment of the schoolwide action plan/SPSA goals: During the annual needs assessments process by the School Site Council, along with parent and teacher walk-throughs, the school’s campaigns are reviewed and updated. The campaigns are a list of actions agreed upon to reach the desired goals set for Artesia High School. Using the campaigns and the self-study process, the school had previously identified the following action plan goals: 1) Increase college and career readiness, 2) Improve student reading, writing, and critical thinking skills, 3) Increase student access and use of technology, 4) Continue to increase the number of students who meet the a-g requirements, 5) Continue to increase consistent rigorous student activities aligned with the Common Core Standards (CCS), and 6) Continue to increase the number of students taking AP and College Entrance Exams. These goals are reviewed and revisited on an annual basis, alongside the Single Plan for School Wide Achievement (SPSA) and Local Control Area Plan (LCAP).

WASC Visiting Committee Visiting Committee Chair Mr. Daniel Doggett, Teacher/Technology Coordinator West Ranch High School

Visiting Committee Members Ms. Christine Benton, Assistant Principal Canyon Springs High School Ms. Nicole Carr, Teacher-Education Specialist Phoenix School-Ventura COE Mr. Victor Cisneros, Jr., Principal Ramona High School Mr. Vincent Warsaw, Vice Principal San Gorgonio High School

ABC Unified School District Board of Education

Mrs. Sophia Tse, President Mrs. Soo Yoo, Vice President Mr. Ernie Nishii, Clerk Dr. Christopher Apodaca, Member Mr. Brad Beach, Member Dr. Michael Eugenio, Member Dr. Olga Reyes, Member

District Administration

Dr. Mary Sieu, Superintendent Dr. Valencia Mayfield II, Assistant Superintendent, Academic Services Mr. Toan Nguyen, Assistant Superintendent, Business Services/CFO Dr. Gina Zietlow, Assistant Superintendent, Human Resources Ms. Melinda Ortiz, Director of Schools Dr. Colin Sprigg, Director of Information and Technology Dr. Crechena Wise, Director of Secondary Schools

Artesia High School Leadership Team Administration

Sergio Garcia, Principal Manuel Cruz, Assistant Principal Roselia Gomez, Assistant Principal Dr. RoseEllen Shea, Assistant Principal Kimberly Nishimura, Dean of Students/Counselor Jannet Orozco, Counselor Nancy Romero, Counselor Christina Trujillo, Counselor Lorenzo Pedraza, School Psychologist Cirilda Martinez, Mental Health Professional Patty Wu, Mental Health Professional

Department Chairs/Coordinators

Ruby Asahina, English Language Development Department Chair Daisy Ayon, Visual and Performing Arts Department Chair Ellie Castaneda, World Languages Co-Department Chair Kathy Chaffins, Science Department Chair David Eggie, English Department Chair Carla Gutierrez, Physical Education Department Chair Felicia Godinez, History/Social Studies Co-Department Chair Cecilia Hawn, Math Department Chair Sachie Horita, World Languages Co-Department Chair Holly Kemper, Career Technical Education Department Chair, WASC Data Coordinator William Napier, Special Education Department Chair Robin Nelson, AVID Department Chair, WASC Co-Coordinator Richard Saldana-History/Social Studies Co-Department Chair Heather Stirling-English Teacher, Technology Coordinator, WASC Committee Member

Focus Group Members A. Organization Leaders:

Sachie Horita Ellie Castaneda

Members: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Manuel Cruz Sarah Alonzo Brian Calcote Youmi Chung Michael Gaoghagan Frank Gutierrez Jennifer Huff Stephen Jenkins Cirilda Martinez Craig Munsell Libia Sanchez Wendy Toro Marian Youssef Chris Burton Barbara Kimminau Alfredo Lenon Elenita Padua Bridget Perrizo Jessica Riva

Department Chair-World Lang Department Chair-World Lang

Admin-Assistant Principal VAPA VAPA Special Education English CTE Math Special Education Mental Health Professional Special Education World Languages Science CTE SIA Nutrition Services Custodian Nutrition Services Secretary ASB Bookkeeper

Focus Group Members B. Curriculum Leaders:

Cecilia Hawn Will Napier

Members: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Christina Trujillo Sylvia Alvarez Dr. Richard Anderson Hilda Carrillo Gilbert Del Rio Wendy Devries Michael Do Christine Martinez Gigi Mendoza Juan Pujazon Blas Elena Rodriguez Carey Seegrist Jacqueline Sherman Chris Youngblood Vicenia Alfaro-Arevalo Dora Ceballos Jose De Jesus Gonzalez Threse Natalie Enriquez Genessis Macias Olga Rios

Department Chair-Math Department Chair-Special Education

Admin-Counselor Social Studies CTE World Languages Math Math Science Special Education Special Education VAPA English English VAPA Physical Education Paraeducator Nutrition Services Custodian Gym Attendant Student Union ABCUSD Board Member

Focus Group Members C. Instruction Leaders:

David Eggie Carla Gutierrez

Department Chair - English Department Chair-Physical Education

Members: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

Kim Nishimura Jannet Orozco Esteban Adame Jenny Ahlgrim Jose Bran Teresa Campbell Dayna Coleman Adrian Garcia Jonathan LeShana Karen Miramontes Jeff Myles Don Olmstead Catherine Pascual Lorenzo Pedraza Kim Surfus Mariana Winer Maria Castillo Teresa Macias Russell Ambler Suki Chhay Danilo Panis Hector Pena Yichelle Phillips Corina Tovar

Admin-Dean Admin-Counselor VAPA Science CTE VAPA English World Languages Social Studies Speech Special Education Special Education Science Psychologist ELD Math Secretary Secretary Custodian Secretary Custodian SIA Library Media Clerk Food Services

Focus Group Members D. Assessment and Accountability Leaders:

Ruby Asahina Kathy Chaffins Daisy Ayon

Members: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

RoseEllen Shea Jaime Aguirre Cecilia Alvarez Amelia Bagheri Fay Clamor Daniel Galvan Larry Lesser Amanda Marie Lopez Tavo Marquez Dolores Nava Rochelle Scott Denise Tyler Patty Wu Manuel Almeida Luz Maria Encinas Gloria Hernandez Luis Ibarbol Elizabeth Marvulli Fredi Moreno Silvia Melendrez Isamarc Perez Doreen Rodriguez-Copeland

Department Chair - ELD Department Chair - Science Department Chair-VAPA

Admin-Assistant Principal Math Math Science English Special Education Social Studies Social Studies Physical Education Special Education CTE English Mental Health Professional Custodian Paraeducator Food Services Custodian Secretary Custodian Food Services Student Union Secretary

Focus Group Members E. School Culture and Support for Student Personal and Academic Growth Leaders:

Felicia Godinez Rich Saldana

Members: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Nancy Romero Angela Arechiga Elizabeth Dusca Carlos Guzman Michael Hartshorn Stefani Palutzke Mary Rios Marty Supple Ana Ualika Joseph Veach Amy Velasco Ray Walker Maria Cota Margarita Garcia Salvador Perez Jonathan Shapiro Dr. Crechena Wise

Department Chair-Social Studies Department Chair-Social Studies

Admin-Counselor Science Special Education World Languages English Special Education Special Education CTE Nurse Social Studies Math Physical Education Nutrition Services Paraeducator Custodian SIA Director of Secondary Schools

Other Groups Student Focus Group: Sarah Anni Julianna De Joya Dayna Garcia Melissa Gonzalez Blanca (Melissa) Gutierrez Omar Orozco Christopher Tang Jason Ung

Parent/Community Group: Maria Castillo Amber Ibardolaza Barbara Laughlin Mike Laughlin Natalie Peterson Silvestre Vasquez Judy Vega

chapter

one

Progress Report

Chapter ONE Progress Report

Significant developments that have had a major impact on the school and/or specific curricular programs since the last full visit: At the end of the 2014-2015 school year, Artesia High School was named a California Gold Ribbon School for demonstration of exemplary achievements in implementing state standards in priority areas. In the 2016-2017 school year, the school was the subject of five national articles in the Huffington Post. These articles covered successful urban school practices, which led to the school’s inclusion in the book “Schools That Succeed” by noted educational researcher Karin Chenoweth. Artesia High School flew into Chenoweth’s radar when she was looking at data for ABC Unified School District (ABC USD) and saw that the school was performing just a bit below the rest of the district. However, despite the very high percentage of socioeconomically disadvantaged students, the graduation rates at Artesia were much higher than those of Los Angeles County and the state of California. That, along with the Academic Performance Index (API) data led Chenoweth to visit and ultimately include Artesia High School in her book, in a chapter titled “Finding and Uncovering Expertise.” At the beginning of March 2020, due to the spread of the Coronavirus across the globe, Artesia High School was made aware of a possible stay-at-home order in the state of California. The school immediately began preparing by making sure all teachers had set up Google Classrooms for each of their periods that they taught. On Friday, March 13, 2020, the Los Angeles County Office of Education (LACOE) ordered all schools in the county closed for two weeks. Students that did not have technology at home were instructed to check out a Chromebook device and internet hotspot, if needed, from the school. The closure orders continued for the remainder of the school year. The school later learned that all state testing was suspended. In order to achieve grading equity for the student population at Artesia High School, students were informed that they would be earning Credit (CR), No Credit (NC), or Incomplete (I) grades for the spring semester, with an option of letter grades if they requested them via a district created form. Summer school was offered online with the same grading system; however, there was daily synchronous instruction held via Google Meet.

Chapter I n PAGE 1

Throughout the remainder of the spring 2020 semester, as well as the summer, district and school staff met regularly to plan for all the options of starting out the 2020-2021 school year amid the global pandemic. Due to state and local county restrictions, it was determined that the entire ABC USD would start the school year as a Virtual Academy. The online school focuses on synchronous teaching, where students directly engage with teachers, and some asynchronous learning, where students are engaged in learning on their own or viewing recorded lessons. The district created a block schedule based on the Artesia High School original block schedule for all secondary schools to follow. A major change at Artesia School High in the last three years has been the shift in student demographics in regards to the school’s special populations. Currently, 20.4% of the school’s enrollment is special education (SPED) and 19.7% are English Language Learner (EL). The school also had a large influx of students from Central America that have had little to no previous schooling; thus, the face of the school’s EL population has changed. In order for the school to address the learning needs of these EL students, the school implemented a Newcomer program in 20192020 school year, in which the students are taught first language literacy skills and are provided additional supports. EL courses were also adjusted so that students would be able to improve their performance on the ELPAC. The school is also enacting the English Learner Roadmap that includes strategies such as strengthening translation and interpretation support for teachers and parents, creating native speaker courses by realigning the Spanish classes, and enabling the development of culture specific clubs. The school’s master schedule allows for these students to access all classes, identifying EL and SPED students for teachers, and developing a sense of responsibility amongst all faculty and staff for the success of all students. Another major change was the expansion of the Career and Technical Education (CTE) Program. In July of 2017, ABC USD separated from the Southeast Regional Occupational Program, which meant that the school assumed ownership of the program; as a result, Artesia was able to expand the CTE pathways from six incomplete pathways to 10 fully developed pathways with the addition of: nn Game, Design, & Integration (Video Game Design) nn Patient Care (Sports Medicine option) nn Production & Managerial (Film & Video Production) In the 2017-2018 school year, Artesia High School had a successful Office of Civil Rights (OCR) Review. Schools that offer or administer CTE must meet certain civil rights requirements to ensure that all students have access to CTE programs in the California public secondary schools. The 12 areas that are required to be reviewed are as follows: Administrative, Site Location and Student Eligibility Criteria, Recruitment, Admissions, Student Financial Assistance, Counseling Programs, Services for Students with Disabilities, Accessibility, Comparable Facilities, Work Study, Cooperative Ed, Job Placement & Apprentice Training, Employment, and Additional California Non-Discrimination Laws.

Chapter I n PAGE 2

Understanding the school’s population, Artesia High speculated that students may not have an appropriate place to study at home and that parents may not be able to help with advanced math, given that an Integrated Math curriculum was adopted in the 2014-2015 school year; therefore, the school decided to explore using a block schedule in order to provide students more academic support for the critical thinking requirements of Common Core. The need to implement more rigor with the Common Core curriculum led to a decision to implement a modified 4x4 block schedule with 87-minute periods beginning in 2017-2018. This type of schedule uses a four period-per-day format which rotates through an alternating cycle of odd (periods 1, 3, 5, and 7) or even (periods 2, 4, 6, and 8) days. Students can take eight courses per year; therefore, they are able to earn more credits towards graduation, complete their a-g requirements, participate in more honors and Advanced Placement (AP) classes, and complete CTE pathways. Consequently, students have more room in their schedule for specialized programs such as AVID, Project Lead the Way (PLTW), and athletics. This also allows students additional opportunities to retake required and/or a-g courses if they fail or earn a “D” in a subject. Block schedule has also allowed teachers to provide intervention during the school day rather than after school, where it often conflicts with students’ extracurricular activities and athletics. To help the block schedule run efficiently, all teachers agreed to teach six periods with reduced class sizes in order to make the master schedule work. READ 180 and math support classes were created for 11th grade students who have previously struggled in English and math. The school uses an online program called Edmentum that allows for credit recovery during or after school. Artesia’s Opportunity Program, another credit recovery program provided on campus, also uses Edmentum with the aid of a full-time teacher and multiple paraeducators so that credit-deficient students who otherwise would transfer to the district continuation school, can stay on campus, make up credits, and graduate with their class. After multiple years of discussion and research regarding the issues often facing 9 th graders, the school was able to implement a program to address this need. With the advent of block schedule and additional periods, Artesia began a Freshman Success Program, which focuses on easing the transition from middle school, time management, organization, and study skills. All 9th grade students who are not in AVID 9 are enrolled in a Freshman Success class, ensuring that they all are in a program that defines and supports their current academic goals. These classes utilize the strategies that are the foundation of AVID including writing, inquiry, collaboration, organization, and reading. Additionally, 2019-2020 was the first year that a textbook and workbook were being used as supplements in the class. Topics covered include Skills for Success, Setting Goals, DecisionMaking, Personal Financial Management, and Personal Financial Planning. Other curricular changes at Artesia High School include partnering with Cerritos College on their President Scholars Program. This program enrolls approximately 13 junior and senior students from the school where they spend half of their school day on campus complete the other half of their day at Cerritos College. The school also has dual enrollment classes with Cerritos College on the campus that include English 100, English 103, Auto 100, Auto 190, Psychology 101, Psychology 251, Counseling 101A & 101B. During summer and fall 2020, students were also allowed to participate in online classes made available to ABC USD students for Law 101, Film 159, Dance 100, and African American History 110. In fact, Artesia High School has the greatest number of dual enrollment courses and student participants in comparison to all high schools in the district.

Chapter I n PAGE 3

PLTW Introduction to Engineering, Principles of Engineering, and Civil Engineering and Architecture courses are also articulated with Cerritos College. Starting in the 2020-2021 school year, Business Essentials and Advanced Business Essentials, which are part of the International Business CTE pathway, also began articulation planning with Cerritos College. In the 2018-2019 school year, Artesia High School began receiving Title I funding. This has enabled the school to grow its visual and performing arts program by having the funding to add an additional art teacher. Moreover, the block schedule has allowed the department to expand its class offerings by adding classes such as music technology, jazz band, string orchestra, and music performance. Since California changed standardized testing from STAR to CAASPP, Artesia High School has faced an absence of data and accountability across multiple grade levels. To alleviate the stress on 11th grade teachers and students, the school reinforces CAASPP content across 9th and 10th grade classes. For example, all English teachers use CAASPP released questions as part of their daily warm-ups. Also, due to the change to the block schedule, the school developed a Project-Based Learning curriculum along with consultant Dennis Parker. Each department spent professional development time with Mr. Parker to plan lessons that incorporated real-world challenges and problems. The result of this has been an increase in opportunities to develop critical thinking skills. The school also created a schoolwide writing campaign in the 2019-2020 school year to address these test changes and scores. In addition, new textbook adoptions have occurred in the last six years including Carnegie for math, McGraw Hill for English and social studies, Cengage for civics and economics, and STEMscopes for science. Technology was already state-of-the-art at Artesia High School, and over the last six years it has improved even more. All classrooms are now equipped with 80-inch televisions, class sets of Chromebooks, iPads, Macbooks, or desktop computers, and an Apple TV. Additionally, all faculty members have a school-issued updated Macbook and iPad. The school’s curriculum also includes digital components specifically in English Language Arts (StudySync), Math (Carnegie Learning), English and ELD intervention (READ180/System 44), Social Studies (SyncBlasts) and online classes (Edmentum). Edmentum offers original credit as well as credit recovery, and contains flex assignments that teachers can use to supplement and support their curriculum. The following CTE pathways have gained substantial technology due to the growth of their programs: nn A utomotive - Electrical Diagnostic Equipment (Multimeters, D-Tac Elite, Test Lights, Cat III Multimeters), and Snap-On Scan Tools nn Film & Video Production - new state of the art digital broadcast studio, 39 student Mac desktop stations, over 30 cameras, and 3 drones. nn Music Technology - 36 Mac Desktops, headphones for each student, Ableton software for music editing nn PLTW Engineering - 60 Macbook Pro laptops, 5 iMac desktop stations, 3 3-D printers, 2 laser engravers, Vernier Labquest Digital Testers, VEX Robotics, and manufacturing lab. nn Video Game Art & Design - 37 student HP desktop stations with virtual reality stations and 3D suits. nn W elding - Lincoln TIG welder, 2 Miller MIG welders, Forney plasma cutter, grinders, tool box, metal bender

Chapter I n PAGE 4

In 2015, the school began a partnership with TutorZone for an SAT/ACT Preparatory Academy. Participating students received 18 hours of direct instruction in math and evidence-based reading and writing. They were also able to take two practice SAT tests and receive their scores. In the 20182019 school year, the SAT Academy was expanded to include a College Coaching Program for 11th graders. Students meet twice, one-on-one with a TutorZone counselor; these sessions take place in June and again in August. During this time, the counselor helps students put together their College List of where they will apply based on their academics, extracurricular activities, and priorities for college. At the June meeting, students receive a ‘To-Do’ list of what they should accomplish during the summer in order to make their college applications more complete. Their college list and ‘To-Do’ list are reviewed at the August meeting, and a final plan for applications is put in place. In Spring 2020, a college essay workshop was added to College Coaching. In an effort to improve Advanced Placement (AP) test results on exams where the students were underperforming, an Advanced Placement Prep Academy was begun in the fall of 2019. The school again partnered with TutorZone to provide 15 hours of AP Test preparation for each of nine different AP classes. Artesia High School’s Student Union Media Center moved to a larger location and hours expanded to open before and after school every day. The number of Student Union programs have increased to include weekly College Application and Financial Aid Workshops (where parents are also invited), numerous college representative visits, Career Night, I’m Going to College Rallies, and Summer College Application Bootcamp. Tutoring in all subjects is available after school with Migrant Education college tutors and two fully credential teachers in math and Spanish. Through the combined efforts of the College and Career Center Specialists in the Student Union Media Center and the Senior Counselor, the school has had 100% of the school’s 2018, 2019, and 2020 senior classes complete college applications. Additionally, beginning in the 2018-2019 school year, the Student Union Media Center began a partnership with the Volunteer Income Tax Assistance program (VITA) through the Internal Revenue Services (IRS). This program trains the College and Career Specialists and 10 students a year to assist people who generally make $56,000 or less, persons with disabilities, and limited English-speaking taxpayers who need assistance in preparing their own tax returns. In the 2018-2019 school year they successfully helped complete 28 tax returns, but were unable to complete any 2019-2020 due to the pandemic. With assistance from the College and Career Specialists, students have received $8.1 million in scholarships and grants in the 2019-2020. Other significant developments at Artesia High School include an increase of Special Education (SPED) students from 7% to 20%. This led the school to hire a SPED counselor/administrator. The school also changed its On Campus Suspension program (OCS) to an Intervention Counseling Room (ICR); hence, the school is able to focus on restorative justice for students in need of extra support and guidance. In addition, Artesia High School holds monthly attendance rallies to encourage and increase perfect attendance on campus. In the 2019-2020 school year, the district hired full-time Mental Health Professionals for each school in the district and the school also opened up a Wellbeing Center in partnership with the Los Angeles County Department of Public Health and Planned Parenthood. Artesia High School co-founded the 605 League as part of the California Interscholastic Federation (CIF) in 2018-2019 so that students could have competitive equity in sports. The school has also faced a loss of annual budget between 5-10% over the last couple of years; however, despite that decrease, Artesia High School’s graduation rate still remains above 98%.

Chapter I n PAGE 5

Process for implementing and monitoring the schoolwide action plan/SPSA aligned with LCAP goals: The school’s Single Plan for Student Achievement (SPSA) is directly correlated to the analysis of student achievement data about critical learner and career readiness needs; schoolwide learner outcomes; and academic, college, and career standards. Each year, parents and students are invited to do school walk-throughs and class visitations using the same walk-through forms that teachers and administrators use. The School Site Council then uses this data to develop a school plan annually with input from faculty and staff. The plan is then reviewed by all staff at the beginning of the school year and requests for funding must be tied to the school plan prior to approval. The question that is constantly asked is, how does this fit into the school plan and what benefits does it provide to students based on mid-year review of the plan as well as the end of the year review.

Progress on each section of the current schoolwide action plan/SPSA that incorporated all schoolwide critical areas (growth areas for continuous improvement) from the last full self-study and all intervening visits: Artesia High School’s WASC schoolwide action plan is reviewed and updated annually. The school has worked diligently on aligning it with the updated SPSA.

The Action Plan as of the fall of 2020 is:

WASC Action Plan Goal 1:

Increase college and career readiness by providing students with a broad-based, rigorous and relevant curriculum through the expansion of the Advanced Placement, Career Technical Education, and AVID programs.

WASC Action Plan Goal 2:

Improve student reading, writing, and critical thinking skills across the curriculum.

WASC Action Plan Goal 3: Increase student access and use of technology.

WASC Action Plan Goal 4:

Continue to increase the number of students who meet “a-g” requirements in order to expand access to post-secondary options.

WASC Action Plan Goal 5:

Continue to increase consistent rigorous student activities aligned to the CCSS for all content areas and implement uniform pacing guides, assessments, rubrics, and best practices through teacher collaboration and professional development.

WASC Action Plan Goal 6:

Continue to increase the number of students taking AP and college entrance exams.

Chapter I n PAGE 6

The SPSA Goals as of the fall of 2020 are:

SPSA Goal 1:

Upon graduation, all students will be college and career ready. Artesia High School will employ two college and career specialists in the Student Union, and continue to hire and retain fully credentialed teachers. Students will be provided standards-based curriculum and instruction in a safe and clean learning environment.

SUMMARY: Artesia High School has increased the Career and Technical Pathways to 10 pathways. The school has added eight Cerritos College dual enrollment courses on campus. The school has expanded its Advanced Placement, CTE, and AVID programs over the years. Also, the school has increased the number of students who meet a-g requirements and number of students taking AP and college entrance exams. Additionally, Artesia High provides professional development via conferences such as CALSA, CABE, PLTW, and ERWC, and through opportunities provided by the district office. The school also provides release time for teachers to attend those conferences (substitutes) and for curricular planning needs. Artesia High utilizes consultant Dennis Parker to conduct professional development and classroom observations with all departments on campus. Teachers and staff use the DigiCOACH app to record observations and provide feedback from classroom visits with regard to Artesia High School Campaigns, SPSA, and ABC USD Focus Areas. This relates to schoolwide critical areas 1, 4, and 6 from the last full self-study.

SPSA Goal 2:

Administrators and teachers will implement content from educational consultants that includes professional learning focused on the State Standards, district adopted instructional materials, technology, research-based strategies, state and local assessments. The school will use data analysis and student incentives to help meet the needs of all students, including ELL and special populations.

SUMMARY: Artesia High School continues to work with Dennis Parker to implement his strategic schooling model and conduct professional development for all departments and teachers on campus. On average, each department meets annually with Dennis Parker, which includes classroom walkthroughs and observations of teaching strategies. Release time subs are provided for all teachers for professional development, classroom walkthroughs, and department curricular planning days. Every summer, school administration participates in a leadership retreat along with Dennis Parker to review data from the previous year, look at the newest research, and create goals for the upcoming year. The Renaissance program, which is part of the campus leadership program, spearheads student celebrations for attendance and academic achievement through monthly perfect attendance recognition and the Artesia Academic Awards (AAA) assembly held each year in May.

Chapter I n PAGE 7

In continuing the goal of meeting the needs of all students, a student-centered master schedule is created by the leadership team each year. All department chairs receive release time and subs, and are an integral part in the building of the master schedule. This relates to schoolwide critical areas 2 and 5 from the last full self-study.

SPSA Goal 3:

Artesia High School will provide parent engagement opportunities focused on student achievement, which includes parent education workshops and parent walk-throughs, regarding; LCAP/SPSA, Ed. Code Updates, curriculum and instruction, English Learners and special populations.

SUMMARY: Artesia hosts quarterly “Coffee with the Principal” and “Lunch with Your Student” events where parents are invited on campus during school time to engage with the staff and/or their student(s). Other engagement and informational opportunities include Senior Night, College Night, Financial Aid Night, Career Night, Semester Report Card Nights, “What Colleges are Looking For” presentation, and regular meetings for PTO, School Site Council, and ELAC. The school provides Spanish translation for print materials, and interpreters are available at parent nights and events. Artesia High School also communicates with parents via fliers and mailers, Signal Kit mass communication system for phone calls, texts, and emails through Aeries communication, and Remind system. Parents are welcome to visit the school at any time to observe their own students’ classes. Additionally, they have the opportunity to participate in general classroom walkthroughs once a year where they can observe and provide feedback on teaching strategies and student engagement. This relates to schoolwide critical area 5 from the last full self-study.

SPSA Goal 4:

Artesia High School will increase the percentage of English Language Learners that are reclassified as English proficient. Upon graduation, all students will be college and career ready.

SUMMARY: Artesia High School has worked hard to increase the percentage of ELL students that are reclassified. 100% of all ELL students participate in one or more CTE Pathways, and 100% of all ELL students apply to college. In order to improve the students’ technology, reading, and writing skills, all level 1-3 students are utilizing the System 44/Read 180 curriculum in their ELD classes. This relates to schoolwide critical areas 1, 4, and 6 from the last full self-study.

Chapter I n PAGE 8

SPSA Goal 5:

Artesia High School will provide mental health, social, emotional and academic support for students as an intervention and increase graduation rates, while decreasing chronic absenteeism and high school dropout rates.

SUMMARY: Artesia High School currently has a 98.4% graduation rate. The graduation rate for subgroups include: 95.2% for English Learners, 98.5% for Hispanic, 98.5% for Socioeconomically Disadvantaged, and 95.9% for Students with Disabilities. The addition of Edmentum online credit recovery program, Opportunity Program, Block Schedule, Student Union, and 1-1 Academic Reviews with Counselors, has assisted with maintaining a high graduation rate and lower dropout rate compared to the state. The school has employed two full-time Mental Health Professionals and opened a Wellbeing Center this past school year to further provide support for students’ mental health, social, emotional, and academic needs. This does not relate to any school wide critical areas of need from the last full self-study.

SPSA Goal 6:

Artesia High School will provide a positive behavior intervention support for students to address other means of corrections. Artesia will also provide mental health services, social and emotional support for students, as well as continue to decrease suspension rates.

SUMMARY: The On-Campus Suspension Room (OCS) was changed to the Intervention and Counseling Room (ICR) in order to provide other means of correction for students who are tardy or are referred for disciplinary reasons from the discipline and counseling departments. A full-time intervention specialist is employed to oversee ICR. Wellness Coordinators and the Wellbeing Center were added to further support the social and emotional support for students. Restorative justice is incorporated in all discipline referrals and the overall suspension rate has decreased by 4.6% from 2016-2019 and the percentage of students suspended for defiance went from 3.6% in 2016 to 0.8% in 2019. This does not relate to any school wide critical areas of need from the last full self-study.

Chapter I n PAGE 9

SPSA Goal 7:

Upon graduation all students will be college and career ready. Artesia High School will employ two college and career specialists in the Student Union. Students will be provided standards-based curriculum and instruction, in a broad course of study including expanding the band program, the number of students in the AP program, and CTE Pathway completion will increase.

SUMMARY: The Student Union employs two college and career specialists. This has led to the school having 100% college application completion rate, 100% financial aid application rate, and 100% of all students complete a postsecondary plan. All students are also provided standards-based curriculum and instruction in all of their classes. The band program has expanded from 50 students in 2014-2015 to 71 students in 2019-2020. Five new music classes have been added, including Music Performance, Music Technology, Jazz Band, Advanced Jazz Band, and String Orchestra. The number of students in the AP program has increased as well as CTE Pathway completion. This relates to schoolwide critical areas 1, 4, 5, and 6.

SPSA Goal 8:

Upon graduation all students will be college and career ready. Students will be provided standardsbased curriculum and instruction with access to state-of-the-art technology in a broad course of study. Increase student access to CTE Pathways in careers that are in high demand, work-based learning opportunities, and credit recovery programs.

SUMMARY: All classes follow a standards-based curriculum with training provided. Block schedule and Edmentum has allowed for increases in access for CTE Pathways, work-based learning opportunities, and credit recovery programs. All classrooms are equipped with 80” TV’s and Chromebook or iMac carts, and all teachers are provided with a laptop and iPad. This relates to schoolwide critical areas 1, 3, 4, 5, and 6.

Chapter I n PAGE 10

chapter

two

Student/Community Profile and Supporting Data and Findings

Chapter TWO

Student/Community Profile and Supporting Data and Findings General Background and History: The Community Artesia High School was established in the 1954-1955 school year, opening its doors to freshman and sophomore classes only. The opening ceremony speech was given by Richard Nixon who was the Vice President of the United States at that time. His speech highlighted his hopes and aspirations that the school would be an example of educational integration since the Brown v. Board of Education ruling had just passed. Originally the school was located in the city of Artesia; however, the area was annexed to the city of Lakewood in 1967. The school adopted the Pioneer as its mascot. Artesia High School is part of the ABC Unified School District which serves 21,000 students. In 1965 Artesia, Bloomfield, and Carmenita School Districts unified and became known as the ABC Unified School District (ABC USD). The communities served by ABC USD include the cities of Artesia, Cerritos, Hawaiian Gardens, as well as portions of Lakewood, Long Beach, and Norwalk. Lakewood is located on the southeast edge of Los Angeles County and is an ethnically and economically diverse community. Artesia High School is one of five public high schools in the district, and serves approximately 1,419 students in grades 9-12 with 77.1% Hispanic, 6.4% African American, 6.8% Filipino, 3.5% Asian, 3.2% White and 2.4% other. Also, 19.7% are English language learners, 20.4% are in special education, and 75.9% are socioeconomically disadvantaged. Parent and community organizations at Artesia High School include the PTO, School Site Council, English Language Advisory Council (ELAC), Band Booster, Football Booster, Softball Booster, Basketball Booster, and Artesia High School Booster. School-Business partnerships include the Hawaiian Gardens Casino, Irving Moskowitz Foundation, Anderson Chiropractic, Caribbean Juice, S & E Repair Shop, Taco Sahuayo, Hawaiian Gardens Food Bank, Cinco Education, and Brew Ha Ha Espresso Catering.

Chapter II n PAGE 11

Staff Description: Artesia High School has 71 fully credentialed teachers and 33 classified staff. The school administration consists of the principal, three assistant principals, 1 dean (PPS credentialed), three school counselors (PPS credentialed), one school psychologist, and two mental health professionals. The staff ethnicity breakdown is 51.7% Hispanic/Latino, 30% White, 9.8% Asian, 6.25% African American, and 1% Middle Eastern. The staff is 68% female and 32% male.

School Purpose: The school’s Vision and Mission statements have been developed collaboratively, as have the Student Learner Outcomes (SLOs). All of these reflect the Artesia High School stakeholders’ views of their educational priorities and goals. The Artesia High School Vision and Mission were revised in the 2019-2020 school year to align with the numerous other changes taking place on campus over the last few years such as the implementation of block schedule, increase of CTE course offerings, and modernization of technology.

Artesia High School Vision Artesia High School graduates will be able to achieve academic and personal success and be prepared to create positive change in their community and society.

Artesia High School Mission Artesia High School enhances student learning through innovative teaching, the use of technology, and academic rigor. The school fosters an inclusive environment that honors every student’s abilities, ethnic background, and socioeconomic status in order to prepare them for their future college and career choices.

WASC Accreditation History The Western Association of Schools and Colleges visited Artesia High school in the 2014-2015 school year. The school was awarded a six-year accreditation status with a mid-cycle progress report which was a tremendous change for a school that previously had problems obtaining WASC accreditation. Previously, the school was awarded a six-year accreditation with a three-year visit by the accreditation committee in the 2008-2009 and 2002-2003 accreditation reviews. Thus, Artesia has converted itself to a high reliability school by having a safe, supportive and collaborative culture, effective teaching in every classroom, a rigorous curriculum with access for all, and data-based decision making.

Chapter II n PAGE 12

The Schoolwide Learner Outcomes were revised in the 2019-2020 school year to make them more user-friendly for students. While the learner outcomes still held true, the past acronym CARUT that was created more than 20 years ago, no longer held any relevance for students and staff. Therefore, the SLOs were updated and a new acronym reflecting the schoolwide culture, GOALS, was developed.

SCHOOLWIDE LEARNER OUTCOMES Artesia High School will prepare its graduates to:

G uide Critical Thinking O ptimize Respect for Cultural and Individual Similarities and Differences A ccess Technology L earn for College & Career Readiness S trengthen Communication Skills

District LCAP There are eight district LCAP Goals for the 2017-2020 school years and all directly apply to the school and are aligned with the SPSA. They are as follows:

Goal 1: To ensure that students are college and career ready upon graduation, the District recruits, hires, and retains fully credentialed teachers, and provides students standards-aligned instructional materials in safe, clean, and maintained learning environments.

Artesia High School will continue to have 100% of its teachers fully credentialed and will increase the graduation rate by 1%. Metrics include teacher credentials, William’s facilities inspection, William’s instructional materials, current graduation rate, and college acceptance data.

Chapter II n PAGE 13

Goal 2: To improve preparedness for college and careers, students receive instruction based

on State Standards (inclusive of all State Standards) that utilize assessment data to inform differentiated instruction and to guide instruction in 21st Century Learning skills including critical thinking, collaboration, communication, civic responsibility, and use of technology. To improve English learners content knowledge, English language proficiency, and reclassification rates, students receive instruction based on English language development standards that will utilize assessment data to inform research-based strategies.

Artesia High School will increase the reclassification rate of EL students by 2% and follow the Principles of the English Learner Roadmap. Metrics include high school graduation rate, district ELA benchmark, ELPAC proficiency levels, English quarterly grades, and ELL Reclassification rate.

Goal 3: To improve student connectedness in the overall educational program, facilitate parental involvement with district and site level decision-making processes affecting programs and services provided to students, specifically parents of English Learners, socioeconomically disadvantaged and foster youth, parents participate on the LCAP Parent Advisory Committee, (PAC), English Learner PAC, and School Site Council. Artesia High School will increase parent participation in topic-specific workshops by 2% based on baseline data. Metrics include: California Healthy Kids Survey (CHKS) student survey, CHKS parent survey, and parent participation rate at parent events (walkthroughs, workshops, meetings, etc.).

Goal 4: To demonstrate students’ increased academic performance on college and career

readiness, the data will reflect growth on the following indicators: State standardized tests; English Proficiency levels on CELDT and reclassification rates; Advanced Placement Exam pass rates (3 or higher), and Early Assessment Program pass rates.

Artesia High school’s reclassification rate will increase by 2%, graduation rate will increase by 1%, and will continue to have 100% of the students apply to college. Metrics include CAASPP ELA and math scores, college acceptance data, ELPAC proficiency levels, ELL reclassification rates, and AP test scores.

Chapter II n PAGE 14

Goal 5: To strengthen pupil engagement students are provided a multi-tiered support system

that includes direct interventions in academic, social/emotional, and mental health services thereby increasing school attendance and cohort graduation rates, while decreasing chronic absenteeism and middle and high school dropout rates.

Artesia High School will increase graduation rates by 1%, decrease absenteeism by 2%, increase ELL reclassification rate by 2%, and will continue to provide social/emotional support. Metrics include ELL reclassification rates, school attendance rates, school dropout rates, and school graduation rates.

Goal 6: To achieve improvement in the overall educational program, district schools will include research-based, school-wide behavioral support systems and practices that will lead to decreased suspension and expulsion rates and an increased sense of safety and school connectedness by students, parents, and teachers.

Artesia High School will continue to provide positive behavior intervention to decrease the suspension/ expulsion and absenteeism rates by 2%. Metrics include school attendance rates, pupil expulsion rates, pupil suspension rates, CHKS student survey, and CHKS parent survey.

Goal 7: To increase the percentage of students who meet the UC/CSU a-g requirements and graduate from high school college and career ready, the overall learning environment provides quality instruction and guidance in a broad course of study (e.g. English, math, social studies, science, visual and performing arts, health, physical education, world languages, etc.).

Upon graduation from Artesia High School, 100% of the students will be college and career ready, the AP pass rates will increase by 2%, and the graduation rate will increase by 1%. Metrics include English quarterly grades, AP test scores, college acceptance data, high school graduation rates, and CTE pathway data.

Goal 8: To demonstrate student preparedness for college and career readiness, students will earn passing grades in a broad course of study, which include Career Technical Education (CTE) course pathway completion; access to Academic and CTE dual enrollment; and the opportunity to participate in programs related to magnet themes.

Artesia High School will increase student pathway completion by 2%. Metrics include CTE pathway data, Edmentum data, and college acceptance data. Parents and community members are invited to annual district LCAP information nights where the LCAP is presented and feedback is given. Artesia High School also presents the LCAP and SPSA at the School Site Council and PT0 meetings.

Chapter II n PAGE 15

School Program Data The general education program of study that all students experience is a wide-range of course options to meet the graduation requirement. This includes 4 years of English, 3 years of Math, 2 years of Science, 3 years of Social Science, 1 year of Fine Art or World Language, 1 semester of Health, and 2 years of Physical Education. In addition, Artesia High School has worked diligently to ensure students are also meeting the a-g requirements for UC and CSU entrance. The school’s counseling department meets with every student twice a year to create or update their academic plan and to ensure students are meeting both graduation requirements and a-g requirements. Artesia High School became an Accelerated Learning Magnet School in 2010 and offers a wide array of course offerings for students. As an accelerated learning magnet school, Artesia offers openaccess to its Honors and AP classes. Students who do not receive a teacher recommendation to enroll in an Honors and/or AP class, yet want to take a class and feel as though they are capable of being successful in the class, may submit a waiver to be enrolled. Programs include a robust AP and Honors program, AVID, Freshman Success, 10 CTE Pathways (including PLTW), Newcomer Program, Cerritos College President Scholars, Cerritos College Dual Enrollment on campus, Opportunities Program, and Migrant Education Program. Artesia currently has 13 AP classes which include: AP Biology, AP Calculus AB, AP Calculus BC, AP Chemistry, AP Computer Science A, AP English Language, AP English Literature, AP Environmental Science, AP Japanese, AP Physics, AP Spanish Language, AP US History/Geography, and AP World History. There are also 21 Honors classes offered at Artesia which include: English I and II, Math I, II, and III, Accelerated Math I/II, Accelerated Math II/III, Medical Chemistry, PLTW Medical Intervention, PLTW Human Body Systems, PLTW Introduction to Engineering Design, PLTW Principles of Engineering, PLTW Engineering Design and Development, PLTW Civil Engineering, Japanese II and III, Spanish II and III, and Spanish for Patient Care.

Online Instruction Starting in fall 2020, due to the global pandemic, all instruction is conducted virtually through live sessions via Google Meet or Zoom. Artesia High School also offers online instruction through a program called Edmentum primarily for credit recovery and the Opportunity Program. The Edmentum curriculum is aligned to the California State Standards and to the Common Core Standards. The program is web-based therefore it can be accessed by students both at school and at home as needed. Edmentum is also used for students to complete the Health requirement, which is five credits. In addition, enrichment classes, such as World Languages that the school does not offer, are also available for original credit. Students who have special circumstances can also make up assignments by completing Flex Assignments in Edmentum to help prevent them from falling behind in their classes. Opportunity students can do both credit recovery and original credit. This program was created as an intervention for credit deficient students who did not (or could not) attend the district continuation school.

Chapter II n PAGE 16

Students are notified of Edmentum through school-wide bulletin announcements, all-call phone calls, and Remind text messages. Credit deficient students are told to see their school counselor for the enrollment forms within the first month of the semester. When students enter the program, they are given an explanation of rules and expectations and required to sign a contract acknowledging these expectations. They are then enrolled in the appropriate class by the Edmentum Lead Teachers. Students are able to work on Edmentum during a 7th or 8th period class, before or after school, during student lunch, and during summer school. Subject Content Lead Teachers are available to assist students regularly and grade the work.

Support Programs, Actions, and Services Artesia High School’s schoolwide action plan/SPSA is directly aligned with the district LCAP for English learners, low income, and foster youth. Artesia High School uses Title I funding to hire an additional art teacher whose emphasis is teaching literacy through the arts. Read 180, a blended learning reading intervention program, is implemented and fully funded by the school district LCAP to support EL students. Paraeducators are provided in all EL classrooms. The Student Union Media Center is funded through LCAP, and provides academic support to EL and low-income students. All teachers have access to do additional tutoring after school with support from LCAP. Professional Development opportunities are also paid with LCAP (e.g. Strategic Schooling, National Science Teachers Association (NSTA) conference, and EL conference). All TV’s and Chromebook carts in all classrooms were purchased with LCAP funding.

English Learner

Integrated ELD instructional strategies are incorporated into all classes on campus. In addition to the English Language Proficiency Assessment for California (ELPAC) scores, ELA grades and common assessments (such as CAASPP and/or district benchmark for ELA) are used to determine reclassification. Designated ELD instructional strategies are incorporated into all ELD classes. All ELD level 1 and 2 students are placed in a double block Academic English class and an Academic English support elective class. All level 3 and 4 are double blocked in a college preparatory English class and an English Advanced ELD elective class. All students who are reclassified are monitored for four years or upon graduation. This includes teacher Reclassified Fluent English Proficient (R-FEP) monitoring surveys via the Ellevation software platform and counselor academic reviews. EL students who are in special education receive ELD support via their teachers and case carriers.

Low Income/Socio-economically Disadvantaged Students

80% of the students at Artesia High School are designated low income/socioeconomically disadvantaged; therefore, all of the school’s programs are directed to meet their needs. For example, the SAT Academy/College Coaching program for 11th grade students is free to students who either qualify for free or reduced lunch, are designated EL, or are foster youth. An AP Prep Academy was also started in the 2019-2020 school year which provided 15 hours of free preparation for upcoming AP exams. When students are on campus, free tutoring is available three days a week after school in the Student Union Media Center. A computer lab located in the Student Union/ College Career Center is provided for student use during the school day, as well as before and after school. Students are provided with a printing card at the start of each year which gives them 56 pages of free printing.

Chapter II n PAGE 17

Foster and Homeless

Artesia High School follows the guidelines provided by the McKinney-Vento Act and Every Student Succeeds Act (ESSA). This includes providing foster and homeless students with protections for school stability and school access by allowing them to stay in their school of choice, counseling, tutoring, and the ability to graduate with the state minimum 130 credits for those students that request it. They are tagged (confidentially) in Aeries and monitored by the school counselors and mental health professionals. Services through the school district include district and school foster youth liaisons, transportation assistance, access to Free and Reduced Lunch, and the Fedde Middle School Community Resource Center.

Other Local Support Programs

Other programs such as Migrant Education and Teen Parent Programs are also available to the students. The Migrant Program provides free tutoring and an additional academic School Counselor who meets with those students regularly. Any student who is pregnant and/or parenting is allowed to participate and receive additional services such as a district nurse practitioner monitoring their progress every week, pregnancy/parenting curriculum, free child care at the Tracy Infant Center from 4 months old to 3 years and the Artesia Children’s Center from 3 to 5 years.

Special Education

The special education population at Artesia High School consists of 20% of the total school enrollment; which is the largest in the district. Therefore, Artesia offers a robust special education program for RSP and SDC students. 89% of all RSP students are also enrolled in a study skills class to assist them with completing homework from other classes, providing tutoring in subjects they are struggling in, and developing their organizational skills. In addition, all teachers are provided an “At a Glance” binder that identifies the special education students on their class rosters and describes the accommodations and modifications each student requires.

Schoolwide Learner Outcomes/Graduate Profile Students and staff at Artesia High School have worked diligently to increase critical thinking skills in the classroom. According to students surveyed, 65% stated that critical thinking skills are regularly used in their classrooms and 61% stated that their classes develop their skills in reading and writing comprehension. According to the teachers surveyed, 97% integrate critical thinking skills into their lessons. Additionally, teachers regularly provide students with multiple chances to succeed through accommodations for Special Education students, opportunities to retake exams, and by providing tutoring and additional support either at lunch or after school. The school has provided students with access to technology in the classroom by providing each teacher with a class set of Chromebooks to allow ease of access at school and has provided Chromebooks and hot spots to students who need additional access at home. Teachers surveyed indicated that they regularly integrate technology into the classroom 91% of the time. The district also allows students to be Tech Tagged by teachers to indicate that students are meeting technology standards.

Chapter II n PAGE 18

Counselors at the school meet twice a year with students to go over an Academic Review to ensure that students are meeting the a-g requirements and staying on track for graduation in order to maintain Artesia’s 98.4% graduation rate and encourage students to attend college after graduation. The school has increased its Dual Enrollment program to allow students to receive college units while still in high school. Numerous workshops are conducted to help students apply to college and financial aid and on-campus support is provided by the Student Union and counselors to aid students in the application process. Currently 48% of the student population are meeting the a-g requirements; however, 100% of students are creating a plan after graduation that include college, career options, and military enrollment. Artesia High offers ten CTE pathways that allow students an opportunity to set career goals and to be exposed to a variety of careers beyond high school and outside of college. Opportunities to take more pathways increased when the school adopted a block schedule and created an eight-period day. Approximately 40% of graduates at the school are completing CTE pathways; thus, students are given opportunities to begin careers right after high school. For example, Pharmacy completers may intern after graduation and become certified to be a Pharmacy Technician. According to the students surveyed, 61% of the students indicated that they plan on completing a CTE pathway. The school has also encouraged a culture of acceptance and equity amongst students and staff members. Artesia offers a variety of clubs and organizations that allow students to express themselves, such as the Black Student Union, MEChA, Polynesian Club, LGBT, and ASB. The school also created an Ethnic Studies class that the district is now looking at adopting district-wide.

Chapter II n PAGE 19

Demographic Data: Socioeconomic Status Parent Education Level The parent education levels at Artesia High School have remained constant with a slight drop, 1-2% per category, in the 2019-2020 school year. On average, approximately 26% of parents are not high school graduates, 26% are high school graduates, 22% have some college education, 17% are college graduates, and 6% have been to graduate school. Less than 25% of all parents each year have completed any type of collegiate education.

Table 1: Parent Education Levels by Percent Not a High School Graduate

High School Graduate

Some College

College Graduate

Graduate School

2019-2020

25%

24%

19%

16%

2018-2019

26%

23%

21%

16%

2017-2018

26%

23%

18%

2016-2017

26%

28%

22%

18%

2015-2016

27%

28%

23%

17%

2014-2015

27%

28%

23%

16%

Year

Free and Reduced Lunch Status Artesia High School’s population is comprised of almost 80% socioeconomically disadvantaged students, wherein approximately 96% of those students are eligible for free and reduced lunch.

Table 2: Free and Reduced Lunch Participation Year

% Free/Reduced Lunch Eligible

% Socioeconomically Disadvantaged

2019-2020

75.5

78.1

2018-2019

72.3

75.9

2017-2018

76.6

78.8

2016-2017

74.2

77.0

2015-2016

75.7

78.6

2014-2015

74.6

77.4

Chapter II n PAGE 20

Student Enrollment Since the last accreditation year, 2014-2015, Artesia High School’s overall student enrollment began to decrease dramatically, reaching the lowest total enrollment in more than a decade in 2017-2018; however, the school has begun to steadily increase enrollment over the past few years. As the cost of living in the area increased, the school saw a gradual decline in enrollment as students and families began moving out of the area. The total number of students from 2015 to 2020 has decreased by 184 students.

Table 3: Total Enrollment by Year

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

Chapter II n PAGE 21

2019-2020

2020-2021

Grade Level The school’s population has remained evenly divided amongst the four grades beginning in the 2018-2019 school year. The most significant drop in grade level had been in the eleventh grade, with the exception of the 2019-2020 school year, wherein there was a decrease of approximately 40 students each year. The decrease from ninth grade to twelfth grade averaged 50 students until 2018 where the decrease has been less than 10 students from that point.

Table 4: Student Enrollment by Grade Level Year

9th

10th

11th

12th

Total

2020-2021

391

351

335

342

1419

2019-2020

358

360

369

351

1438

2018-2019

356

393

338

344

1431

2017-2018

404

353

306

327

1390

2016-2017

373

352

360

329

1450

2015-2016

405

424

365

355

1549

2014-2015

464

414

408

317

1603

*20-21 Enrollment 1419 as of 10/19/2020

Gender The school’s enrollment by gender has had little change over the past six years. The male to female ratio has remained an even split with only a 1% increase in the male population beginning in 2018.

Table 5: Student Enrollment by Gender Year

Female

Male

Total

2020-2021

701

49.4%

718

50.6%

1419

2019-2020

717

49.9%

721

50.1%

1438

2018-2019

699

48.8%

732

51.2%

1431

2017-2018

697

50.1%

693

49.9%

1390

2016-2017

750

51.7%

700

48.3%

1450

2015-2016

787

50.8%

762

49.2%

1549

2014-2015

805

50.2%

798

49.8%

1603

Chapter II n PAGE 22

Ethnicity Artesia High School’s predominate ethnic group for the past six years has been Hispanic/Latino, accounting for over 77% of the school’s total population. There has been a 3% decline in the school’s African American population and a marginal 1% decline in the white student population during that period. The school’s two or more race students has doubled.

Table 6: Enrollment by Ethnicity Hispanic/ Latino

Year

African American

American Indian/ Alaska Native

Asian

Filipino

Pacific Islander

White

Two or More Races

Not Reported

Total

2020-2021 1094

77.1

6.4

0.1

3.5

6.8

0.49

3.2

2.4

1419

2019-2020 1048

72.9

114

7.9

0.2

5.1

106

7.4

1.04

3.8

1.2

0.5

1438

2018-2019 1029

71.9

120

8.4

0.2

5.4

112

7.8

1.05

3.6

1.2

0.4

1431

2017-2018

1000

71.9

124

8.9

0.4

5.1

106

7.6

1.22

3.5

1.2

0.1

1390

2016-2017

1015

70.0

142

9.8

0.3

6.1

104

7.2

1.24

4.3

0.7

0.5

1450

2015-2016

1121

72.4

145

9.4

0.3

4.7

107

6.9

0.6

4.7

0.6

0.4

1549

2014-2015

1161

72.4

145

9.0

0.3

5.4

106

6.6

0.9

4.4

0.6

0.4

1603

Student Ethnicity by Percentage

Hispanic/Latino

African American 2020-2021

American Indian/ Alaska Native 2019-2020

Asian 2018-2019

Filipino 2017-2018

Pacific Islander 2016-2017

Chapter II n PAGE 23

White 2015-2016

Two or More Races 2014-2015

Not Reported

Predominant Primary Languages Other Than English The school has seen a nearly 5% increase in the total number of students who speak a predominant primary language other than English. The predominance of Spanish as a primary language has increased by approximately 4%. There has also been an increase in Cambodian, Filipino, and Vietnamese languages throughout the ELL population over the past six years.

Table 7: Languages 2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

226

14.1

215

13.9

199

13.7

212

14.3

225

15.7

251

17.5

Cambodian

Filipino

0.2

0.4

0.3

0.5

0.9

1.2

Korean

0.2

0.1

0.6

0.4

0.3

0.0

Mandarin

0.5

0.3

0.4

0.2

0.0

Vietnamese

0.0

0.3

0.4

0.2

All Other

0.2

0.5

0.9

0.6

0.2

0.6

246

15.3

235

15.2

232

16.0

242

17.4

255

17.8

284

19.7

Language Spanish

Total

Title I Artesia High School began receiving Title I funding in the 2018-2019 school year. Although the school has continually met the requirement of exceeding a 75% or higher low-income student population for a Title I designation, the LEA did not approve the designation until 2018 after it deemed the school in need of additional educational supports that could no longer only be provided by Artesia High or the LEA.

Table 8: Title I Eligibility Factors % Free/Reduced Lunch Eligible

% Free/Reduced Lunch, English Learners, & Foster Youth (unduplicated)

% Socioeconomically Disadvantaged

2019-2020

75.5

78.4

78.1

2018-2019

72.3

75.2

75.9

2017-2018

76.6

83.4

78.8

2016-2017

74.2

76.7

77.0

2015-2016

75.7

77.9

78.6

Year

Chapter II n PAGE 24

Special Needs and Other Focused Programs Enrollment: Advanced Placement and Honors Courses Artesia High School offers a number of Honors courses across the curriculum to support preparation for the AP classes they may take in the future. English offers six honors courses, three for freshmen and three for sophomores. World Language offers 13 honors courses in the following subject areas: six in Spanish II, three in Spanish III, two in Spanish 4 Patient Care, one in Japanese II, and one in Japanese III. Math offers five honors courses, three in Math I Plus, one in Math II Plus, and one in Math III Plus. Science offers four courses with the following honors options: two in Medical Chemistry, and two in Project Lead the Way (PLTW) Human Body Systems. The data in the chart below indicates a steady rise in enrollment in AP courses at the school until 2018; however, the site began to see a decline in enrollment over the last three years as the number of Career and Technical Pathways began to increase. Students may be enrolled in one or more AP course.

Table 9: Advanced Placement (AP) Enrollment Year

# Students

2020-2021

277

2019-2020

284

2018-2019

348

2017-2018

494

2016-2017

387

2015-2016

411

2014-2015

417

Advanced Placement (AP) classes are offered in Computer Science, English, Mathematics, Science, Social Science, and World Language. There are currently fourteen sections offered within the AP curriculum.

Table 10: Number of AP Sections and Courses Subject

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

Computer Science

English

Fine and Performing Arts

Mathematics

Science

Social Science

World Languages

All Courses

Chapter II n PAGE 25

AVID (Advancement via Individualized Determination) Enrollment The AVID program is currently in its thirteenth year at the school site. In the 2020-2021 school year the AVID program received one less section of freshman AVID in the master schedule; however, the Freshman Success Program has increased. In 2017-2018 Artesia High began a new program called Freshman Success that is supported by AVID, known as Futures on the master schedule. The Freshman Success Program began with five sections and has grown to twelve, ensuring that all freshmen students are enrolled in either AVID 9 or Freshman Success; thus, ninth grade students were able to choose between either course, altering the number of sections. The program has proven to be more popular for the female population at the site than the male population as the program has grown on the campus. Approximately 40% more female students than male students are enrolled in AVID each year.

Table 11: AVID Enrollment Year

Female

Male

Total

# Students

2020-2021

111

69.8

30.2

159

2019-2020

140

69.0

31.0

203

2018-2019

176

70.7

29.3

249

2017-2018

127

69.0

31.0

184

2016-2017

100

62.5

37.5

160

2015-2016

124

65.2

34.7

190

2014-2015

107

70.9

29.1

151

The majority of AVID students take at least one AP course during their eleventh grade year, with approximately 20% of eleventh grade students taking two AP courses. At least 20% of seniors in AVID also take at least one AP course.

Chapter II n PAGE 26

Table 12: AVID Participation in AP Courses 2020-2021 AVID Students Enrolled in AP Courses Grade 12th

11th 10th

Classes

# AVID Students Enrolled

% AVID Students

1 AP Course

20.0

2 AP Courses

7.5

3 or more AP Courses

2.5

1 AP Course

15.6

2 AP Courses

21.9

3 or more AP Courses

3.1

1 AP Course

3.4

2019-2020 AVID Students Enrolled in AP Courses Grade 12th

11th 10th

Classes

# AVID Students Enrolled

% AVID Students

1 AP Course

27.5

2 AP Courses

10.0

1 AP Course

79.1

2 AP Courses

20.9

3 or more AP Courses

9.3

1 AP Course

13.9

Chapter II n PAGE 27

Career and Technical Education (CTE) Enrollment The Career and Technical Education program consists of ten pathways with a variety of thirty courses in the fields of Auto, Biotechnology, Engineering, Game Design, International Business, Patient Care, Performing Arts, Video Production, and Welding.

$UWHVLD +LJK 6FKRRO && & A]E V &" Ec] | A¥ §

15ÆD3B49ÆAÆf= Z:;Æ63BD A3-2 D43 j-=[

¡ƑĿŠČĿƎŕĚƙ ūĲ ĿūŞĚēĿČîŕ ¬ČĿĚŠČĚ OƭŞîŠ ūēǋ ¬ǋƙƥĚŞƙ qĚēĿČîŕ TŠƥĚƑǄĚŠƥĿūŠƙ

39f5933;59f 23h5f9 Z:;Æ63BD A3-2 D43 j-=[

TŠƥƑū ƥū /ŠĳĿŠĚĚƑĿŠĳ 'ĚƙĿĳŠ ¡ƑĿŠČĿƎŕĚƙ ūĲ /ŠĳĿŠĚĚƑĿŠĳ ĿǄĿŕ /ŠĳĿŠĚĚƑĿŠĳɓ ƑČĺĿƥĚČƥƭƑĚ /ŠĳĿŠĚĚƑĿŠĳ 'ĚƙĿĳŠ ʨ 'ĚǄĚŕūƎŞĚŠƥ

:-D539D B-;3 M

TŠƥƑū ƥū qĚēĿČîŕ îƑĚĚƑƙ ¡ĺîƑŞîČǋ ŕĚƑŒ ¡ĺîƑŞîČǋ ¹ĚČĺŠĿČĿîŠ

f-83 23h5f9 ½ 59D3f;-D5Æ9

59D3;9-D5Æ9-A 1<h593hh

TŠƥƑū ƥū ×ĿēĚū HîŞĚ Ƒƥ ʨ 'ĚƙĿĳŠ TŠƥĚƑŞĚēɍ ×ĿēĚū HîŞĚ Ƒƥ ʨ 'ĚƙĿĳŠ ēǄîŠČĚē ×ĿēĚū HîŞĚ Ƒƥ ʨ 'ĚƙĿĳŠ

:-D539D B-;3 L

TŠƥƑū ƥū qĚēĿČîŕ îƑĚĚƑƙ ¬ƎūƑƥƙ qĚē ʨ ƥĺŕĚƥĿČ ¹ƑîĿŠĿŠĳ ¬ƎūƑƥƙ qĚē ʨ ƥĺŕĚƥĿČ ¹ƑîĿŠĿŠĳ TT

:;Æ2<BD5Æ9 ½ 8-9-f3;5-A

h=hD38h 25-f9ÆhD5Bh h3;g5B3 ½ ;3:-5;

TŠƥƑū ƥū GĿŕŞ ʨ ×ĿēĚū ¡ƑūēƭČƥĿūŠ TŠƥĚƑŞĚēɍ GĿŕŞ ʨ ×ĿēĚū ¡ƑūēƭČƥĿūŠ ~¤ qƭƙĿČ ¹ĚČĺŠūŕūĳǋ ¹× ƑūîēČîƙƥĿŠĳ

ƭƥūŞūƥĿǄĚ ūƑĚ T ƭƥūŞūƥĿǄĚ qîĿŠƥĚŠîŠČĚ TT ƭƥūŞūƥĿǄĚ ŕƥĚƑŠîƥĚ GƭĚŕ TTT

Chapter II n PAGE 28

ƭƙĿŠĚƙƙ /ƙƙĚŠƥĿîŕƙ ēǄîŠČĚē ƭƙĿŠĚƙƙ /ƙƙĚŠƥĿîŕƙ

:3;@Æ;859f -;Dh

¹ĺĚîƥĚƑ T ¹ĺĚîƥĚƑ TT ~¤ qƭƙĿČ ¡ĚƑĲūƑŞîŠČĚ ¹ĺĚîƥĚƑ TT

j3A259f ØĚŕēĿŠĳ T ØĚŕēĿŠĳ TT ØĚŕēĿŠĳ TTT

There has been an increasing number of male students enrolled in these courses since 2017-2018, prior to that, the division between the number of female and male students enrolled was nearly equal. The number of students enrolled in CTE courses had steadily increased as the program added additional pathways; however, the loss of one pathway in 2020 and the introduction of Dual Enrollment courses led to a reduction of student enrollment in CTE courses in that year.

Table 13: CTE Enrollment Year

Female

Male

Total

# Students

2019-2020

707

42.5

957

57.5

1664

2018-2019

832

45.2

1009

54.8

1841

2017-2018

839

50.8

812

49.2

1651

2016-2017

715

52.8

639

47.1

1354

2015-2016

683

48.7

719

51.3

1402

2014-2015

575

50.4

566

49.6

1141

Table 14: 2019-2020 CTE Enrollment by Courses and Pathways Courses Taught

Number of Courses Meeting UC/ CSU Entrance Requirements

Female Enrollment

Male Enrollment

Total Course Enrollment

Arts, Media, and Entertainment

279

414

693

Business and Finance

105

Education, Child Development, and Family Services

Engineering and Architecture

105

140

Health Science and Medical Technology

250

341

Information and Communication Technologies

Manufacturing and Product Development

125

161

Transportation

169

210

ALL

707

957

1664

Subject

Chapter II n PAGE 29

Artesia High School’s CTE program has consisted of a predominately Hispanic population, seeing an almost 20%, 152 student, increase in that group in 2020, despite a decrease of over 200 students in the program as a whole.

Table 15: CTE Enrollment by Ethnicity Year

Hispanic

African American

Asian/Pacific Islander

Filipino

White

# Students in the Program

2019-2020

1497

90.0

2.5

2.8

2.3

2.5

1664

2018-2019

1345

73.1

164

8.9

153

8.3

119

6.5

3.3

1841

2017-2018

1202

72.8

138

8.4

133

8.1

116

7.0

3.8

1651

CTE Enrollment by Ethnicity

Total

# Students in the Program

Hispanic

African American

Filipino

Asian/Pacific Islander

Chapter II n PAGE 30

White

Foster & Homeless Student Enrollment Artesia High School’s Foster Youth population has remained consistent over the last six years, averaging 0.8% of the student population. The Homeless Youth population at the school has been on average 1% of the student population; however, there have been almost one percent swings in the population during the six-year time period.

Table 16: Foster and Homeless Youth Student Enrollment Year

Foster Youth

Homeless Youth

2019-2020

0.6

0.8

2018-2019

0.8

0.3

2017-2018

0.6

1.1

2016-2017

0.7

0.9

2015-2016

0.9

1.2

2014-2015

0.6

0.4

Migrant Education Enrollment The goal of the Migrant Education Program is to provide academic support for all migrant students and to ensure that those students are able to meet all graduation requirements in order to receive a high school diploma. The program is designed to help prepare these students to become responsible and productive adults in the future. Artesia High School saw the Migrant Education enrollment dropped in 2017 to only 35 students, an 85% drop from 2015; currently, the school has 16.8% of its students enrolled in the program, eight times more than 2017.

Table 17: Migrant Education Enrollment Year

# Students

2020-2021

238

16.8

2019-2020

216

15.0

2018-2019

171

11.9

2017-2018

163

11.7

2016-2017

2.4

2015-2016

130

8.4

2014-2015

252

15.7

Chapter II n PAGE 31

Special Education Enrollment The Special Education population at Artesia has increased significantly since 2015. The school’s Special Education student enrollment has increased by 5% over the past six years, accounting for more than 20% of the total student population at Artesia High. This increase occurred when the district made changes to the Special Education program at all high schools in the district, consequently, the Special Education students at Artesia has become a major sub-group focus that has increased the number of teachers and support staff in that department in order to help reach the needs of these students.

Table 18: Special Education Enrollment Year

# Students

2020-2021

289

20.4

2019-2020

301

21.0

2018-2019

291

20.3

2017-2018

270

18.2

2016-2017

252

17.7

2015-2016

250

16.1

2014-2015

236

15.1

Online Instruction Enrollment Beginning in 2016-2017, Artesia High began to utilize online instruction as a credit recovery option for students. In the 2019 school year, the online instructional program Edmentum began to be used for students needing credit recovery or health credits as that program allowed for a large variety of courses and could handle a larger student enrollment. Over the four-year span that online instruction has been introduced on campus, the program has grown by 25% and more than 30% of the student population have taken advantage of the online option.

Table 19: Online Course Enrollment Year

# Students in Online Courses

2019-2020

457

31.8

2018-2019

400

28.0

2017-2018

4.7

2016-2017

4.6

Chapter II n PAGE 32

Language Proficiency Numbers English Language Learners (EL) The number of students at Artesia High School classified as English Language Learners (EL) has increased by almost 5% in the last six years; as a result, the school has a student EL population that has grown to 19.7%. A significant drop in enrollment during the 2017-2018 school year reflects the anomaly of a decrease in EL students. There has been a steady decline in EL students from 9th grade to 12th grade years due to reclassifying the students as they progress through the program and courses in place to support their language needs.

Table 20: Students Classified as EL Year

9th

10th

11th

12th

Total EL

2019-2020

284

19.7

2018-2019

255

17.8

2017-2018

188

13.6

2016-2017

232

16.0

2015-2016

235

15.2

2014-2015

246

15.3

Fluent-English Proficient (FEP) The number of students classified as Fluent-English Proficient (FEP) at Artesia High School has decreased from 113 in 2015 to 54 in 2020, representing an almost 50% decrease. The school has approximately 4% of its population that are classified as FEP.

Table 21: Students Classified as FEP 9th

10th

11th

12th

Total FEP

Total Students

% of Students FEP

2019-2020

1438

3.8

2018-2019

1431

4.1

2017-2018

1390

4.7

2016-2017

1450

4.8

2015-2016

1549

5.7

2014-2015

113

1603

7.2

Year

Chapter II n PAGE 33

Redesignated FEP (R-FEP) The number of students Redesignated Fluent-English Proficient (R-FEP) at Artesia High School has remained constant, averaging 530 students being reclassified each year. The English Language Department (ELD) at Artesia has focused on redesignating students as FEP in order to increase language fluency at the school; hence, approximately 37% of the student population has been reclassified as R-FEP.

Table 22: Students Classified as R-FEP 9th

10th

11th

12th

Total R-FEP

Total Students

% of Students R-FEP

2019-2020

129

117

146

135

527

1438

36.6

2018-2019

116

144

143

127

530

1431

37.0

2017-2018

129

145

140

134

548

1390

39.4

2016-2017

132

131

130

127

520

1450

35.9

2015-2016

132

135

132

138

537

1549

34.7

2014-2015

137

133

136

118

524

1603

32.7

Year

The number of students at Artesia High classified as EL, FEP, or R-FEP combine to make up approximately 60% of the student population at the school, with the majority of the students being R-FEP.

Table 23: Student Enrollment Comparison between EL, FEP, and R-FEP Year

Total # Students

English Learners

FEP

R-FEP

EL, FEP, and R-FEP

2019-2020

1438

19.7

3.8

527

36.6

631

60.1

2018-2019

1431

17.8

4.1

530

37.0

638

58.9

2017-2018

1390

188

13.6

4.7

555

40.0

808

58.3

2016-2017

1450

232

16.0

4.8

520

35.9

821

56.6

2015-2016

1549

235

15.2

5.7

547

35.3

871

56.2

2014-2015

1603

246

15.3

113

7.0

524

32.7

883

55.1

Chapter II n PAGE 34

English Language Proficiency Assessments for California (ELPAC) The ELPAC replaced the California English Language Development Test (CELDT) in 2017-2018 to better assess the language proficiency levels of all students.

Table 24: Number of Students Tested on the ELPAC Year

9th

10th

11th

12th

ALL

2018-2019

223

2017-2018

186

Chapter II n PAGE 35

Data on Addressing the Eight State Priorities: LCFF Priority 1

Basics (Teachers, Instructional Materials, Facilities)

Teachers at Artesia High School are appropriately assigned pursuant to Education Code and fully credentialed in their subject areas and for the pupils they are teaching.

Teacher Credentials Every teacher at Artesia High has had a full credential in their subject area for the last seven years; as such, no teachers are teaching outside of their competence area.

Table 25: Number of Teachers with Credentials With Full Credential

Without Full Credential

Teaching Outside Subject Area of Competence

2020-2021

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

2014-2015

Year

Teacher Misassignments “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Artesia High has no teachers on staff that are not authorized to provide instruction in their subject matter.

Table 26: Number of Teachers with Misassignments Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions

2020-2021

2019-2020

2018-2019

2017-2018

Year

Chapter II n PAGE 36

Teacher Ethnicity The majority of the certificated staff members at the school have remained consistently dominated by members belonging to white (41%) or Hispanic/Latino (41%) ethnic groups, with a steady rise in Hispanic/Latino teachers since the 2018 school year. Approximately 60% of the teaching staff has remained female.

Table 27: Teachers by Ethnicity Number of Certificated Staff by Ethnicity Ethnicity

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

American Indian/Alaska Native

Asian

Black or African American

Filipino

Hispanic/Latino

Pacific Islander

None Reported

Two or More Races

White

Total

Table 28: Teachers by Gender and Ethnicity Number of Female Certificated Staff by Ethnicity Ethnicity

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

American Indian/Alaska Native

Asian

Black or African American

Filipino

Hispanic/Latino

Pacific Islander

None Reported

Two or More Races

White

Total

Chapter II n PAGE 37

Number of Male Certificated Staff by Ethnicity Ethnicity

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

American Indian/Alaska Native

Asian

Black or African American

Filipino

Hispanic/Latino

Pacific Islander

None Reported

Two or More Races

White

Total

Staff with Advanced Degrees In the 2019-2020 school year there was a 63% increase in the number of teachers with Master’s degrees at Artesia High. The number of staff members without an advanced degree increased with the introduction of more CTE courses; however, that number has remained constant.

Table 29: Types of Degrees Held by Staff Members Year

Baccalaureate (BA)

BA + 30

Master's (MA)

MA + 30

Doctorate

None

Total

2020-2021

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

Chapter II n PAGE 38

Teacher Years of Service The average years of service and in the district for teachers at Artesia High School remained constant; however, the number of first year staff hires has decreased with the decline in enrollment and the school’s ability to retain its teaching staff.

Table 30: Number of Years of Service for Teachers Year

Average Years of Service

Average Years in the District

Number of First Year Staff

2020-2021

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

Staff Member Numbers The number of counselors at the school has decreased by half due to how counselors are now classified as that category now includes only guidance counselors, not mental health counselors as well. In addition, the school’s Dean of Students also maintains the role of counselor while acting in an administrative role.

Table 31: Certificated Staff Member Desegregation Year

Certificated Teachers

Counselors

Administrators

Classified

2020-2021

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

There has been a small fluctuation in the number of classified staff at Artesia High School. Other classified staff includes business managers, custodians, bus drivers, and cafeteria workers.

Chapter II n PAGE 39

Table 32: Classified Staff Member Desegregation Classified FTE Paraprofessionals

Office/Clerical Workers

Other

Total

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

Year

Professional Development Programs and Activities Teachers at Artesia High have participated in trainings and activities consistently across the various curricular groups in order to enhance learning and strengthen common assessments at the school and district level. In 2019-2020, the school’s professional development opportunities were lessened due to COVID-19 ending in-person instruction on March 13, 2020. The district professional learning was also affected as the activities were scheduled for late in the second semester, which had to be cancelled.

Table 33: Professional Development Activities 2019-2020 AHS Led Program/Activity AHS First Day Meeting CALSA Carnegie Learning

Content First day procedures, data review, strategies for the new year Conference in San Diego to learn strategies and successes focused on Latino student populations Textbook training and content breakdown

Department or Area Involved

# of Participants

All

Administrators and counselors

Math Department

Dennis Parker Dept. PD & Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

History & PE

Dennis Parker Dept. PD & Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

Science Department

Dennis Parker Dept. PD & Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

SPED Department

Dennis Parker Dept. PD & Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

CTE & VAPA

Dennis Parker Dept. PD & Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

World Languages & ELD

Chapter II n PAGE 40

AHS Led Program/Activity

Content

Department or Area Involved

# of Participants

Dennis Parker Dept. PD & Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

English & AVID

New Teacher "Bread and Butter" Training

Training on the main expectations, goals, strategies, and procedures the school implements

All New Teachers

Round 2 of Walkthroughs

Teachers participate in school-wide classroom walkthrough visitations in order to see new teaching concepts that they may apply in their future lessons

All Teachers

Round 2 of Walkthroughs

Teachers participate in school-wide classroom walkthrough visitations in order to see new teaching concepts that they may apply in their future lessons

All Teachers

District Led Program/Activity

Content

Department or Area Involved

# of Participants

Benchmark 1 Data Analysis

Representatives from all secondary sites will breakdown and evaluate results from the district assessment

ELA Teacher Leaders

Quarter One Reflection & Pacing Guide

Reflection on pacing, how to adjust for the next quarter, and what changes should be implemented for the following year

History Teacher Leaders

Quarter Two Reflection & Pacing Guide

Reflection on pacing, how to adjust for the next quarter, and what changes should be implemented for the following year

History Teacher Leaders

Math Teacher Leaders

Science Teacher Leaders

Math Teacher Leader Meetings (2 days) Science Teacher Leader Meeting (2 days)

Data discussion on math testing and pacing as well as goals for each course at the secondary level Data discussion on science testing and pacing

Chapter II n PAGE 41

Table 34: Professional Development Activities 2018-2019 AHS Led Program/Activity AHS First Day Meeting Avid 9/Futures Curriculum Planning Day

Content First day procedures, data review, strategies for the new year Curriculum meeting to pace and discuss goals for the courses

Department or Area Involved

# of Participants

All Staff

AVID 9 & Futures Teachers

AVID Path Training

AVID implementation

AVID Teachers

AVID Planning Day

Curricular planning

AVID Teachers

Content area strategies and AVID implementation

AVID Teachers

Planning for the new school year, strategies, goals, trainings, and expectations

Administrators and Counselors

AVID Summer Institute Dennis Parker Admin Retreat Dennis Parker Dept. Chair PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

Department Chairs

Dennis Parker Dept. Chair Retreat

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

Admin and Department Chairs

Dennis Parker Dept. PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

English/ELD Departments

Dennis Parker Dept. PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

Social Studies Department

Dennis Parker Dept. PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

CTE &VAPA

Dennis Parker Dept. PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

Foreign Language & AVID Department

Dennis Parker Dept. PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

Science Department

Dennis Parker Dept. PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

SPED Department

Dennis Parker Dept. PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

Math Department

Dennis Parker New Teacher PD w/ Walkthroughs

Discussion of the year's strategies, goals, trainings, and expectations as well as time for classroom observations across the various courses offered on campus

New Teachers

Curricular planning

English I Teachers

Development of the master schedule for the following year with department chair input and using the conflict matrix

Department Chairs

English I Planning Day Master Schedule

Chapter II n PAGE 42

AHS Led Program/Activity Master Schedule

Content Development of the master schedule for the following year with department chair input and using the conflict matrix

Department or Area Involved

# of Participants

Department Chairs

Math I Carnegie Day

New textbook training

Math I Teachers

Math II Carnegie Day

New textbook training

Math II Teachers

Math III Carnegie Day

New textbook training

Math III Teachers

New Teacher "Bread and Butter" Training

Training on the main expectations, goals, strategies, and procedures the school implements

All New Teachers

New Teacher Aeries Lunch Training

Training on Aeries gradebook and how to navigate the Aeries system

All New Teachers

SPED Carnegie Day

New textbook training

SPED Math Teachers

Department or Area Involved

# of Participants

AP Gov, AP Econ, AP Psych Teachers

AP Teachers

District Led Program/Activity AP Government, AP Economics, and AP Psychology Textbook Adoption (3 days) AP Insight Data Collaboration

Content

Evaluation of new textbook options Detailed look at AP exam results from the previous year with teachers at all sites in order to discuss strategies and pitfalls

Assessment TrainingMcGraw

Training from the textbook company on how to create and administer assessments

World/US Teachers

Assessment TrainingPearson

Training from the textbook company on how to create and administer assessments

History Teachers

Benchmark 1 Data Analysis

Representatives from all secondary sites will breakdown and evaluate results from the district assessment

ELA Teacher Leaders

Benchmark 2 Data Analysis

Representatives from all secondary sites will breakdown and evaluate results from the district assessment

ELA Teacher Leaders

English Department

Benchmark Data Evaluation

How to effectively evaluate district benchmarks and how to use that data to meet student need

Carnegie - Coaching for All Math

Textbook publisher training Q & A and planning for subject meetings

Math Department

Carnegie - Coaching for Math I (3 days)

Textbook publisher lesson planning and observations for Math I

Math I Teachers

Carnegie - Coaching for Math II (2 days)

Textbook publisher lesson planning and observations for Math II

Math II Teachers

Civics/Econ Teachers

Site Edmentum Coordinator

Civics/Econ Tech Training Edmentum Fall Set-up Meeting

Technology training for civics and economics teachers to integrate with the new textbook Creating classes and units for the semester

Chapter II n PAGE 43

District Led Program/Activity

Content

Department or Area Involved

# of Participants

Edmentum Spring Set-up Meeting

Creating classes and units for the semester

Site Edmentum Coordinator

Edmentum Summer Set-up Meeting

Creating classes and units for the semester

Site Edmentum Coordinator

District English coaching for lesson creation and pacing

English Department

Training on how to use expository writing in history classes

History Department

History Professional Learning

Professional development time for the history department to plan and develop lessons

History Department

HS Math Summative Benchmark Writing

Common district assessment creation for Math I and Math II

Summative Math Benchmark Representative: Math I, Math II

Math Data Analysis

Data analysis of all benchmark results for each site in the district

Math Teacher Leaders

ELA Coaching Support (5 days) Expository Writing Training

Quarter One Reflection & Pacing Guide

Reflection on pacing, how to adjust for the next quarter, and what changes should be implemented for the following year

History Teacher Leaders

Quarter Two Reflection & Pacing Guide

Reflection on pacing, how to adjust for the next quarter, and what changes should be implemented for the following year

History Teacher Leaders

Quarter Three Reflection & Pacing Guide

Reflection on pacing, how to adjust for the next quarter, and what changes should be implemented for the following year

History Teacher Leaders

Quarter Four Reflection & Pacing Guide

Reflection on pacing, how to adjust for the next quarter, and what changes should be implemented for the following year

History Teacher Leaders

READ 180/44 End of Year Data

Data analysis of the effectiveness of the Read 180 and System 44 programs for ELD

READ 180/System 44 Teachers

READ 180/44 Mid- Year Data

Data analysis of the effectiveness of the Read 180 and System 44 programs for ELD

READ 180/System 44 Teachers

District representative visitations to see lessons utilizing the Read 180 and System 44 programs in ELD courses

READ 180/System 44 Teachers

Science Adoption Committee Members

READ 180/44 Site Visits (3 days) Science Adoption Committee Meeting

Initial meeting to discuss new textbook options and protocols

Science Assessment Training

Training on how to administer and grade common district assessments in science

Science Teachers

Data discussion on science testing and pacing

Science Teacher Leaders

Science Adoption Committee Members

All Teacher Leaders at AHS

Science Teacher Leader Meeting (2 days) Science Textbook Adoption (7 days) Teacher Leader Kick - Off

Evaluation of various textbook options Teacher leader protocols and an overview of the program goals

Chapter II n PAGE 44

District Led Program/Activity

Content

Department or Area Involved

# of Participants

Math Teacher Leader Meetings (4 days)

Data discussion on math testing and pacing as well as goals for each course at the secondary level

Math Teacher Leaders

Vertical Articulation with Artesia HS, Tetzlaff MS, and Fedde MS

Vertical articulation with the feeder middle schools to discuss needs and topics to focus on

9th Grade Math Teachers

World/US Tech Training

Technology training for World and U.S. History teachers to integrate with the new textbook

History Teachers

Writing Data Analysis

Data analysis of the writing portions of the district benchmark

ELA Teacher Leaders

Writing Evaluation and Strategies Training

Training on strategies to implement effective writing techniques

History Department

Writing Evaluation and Strategies Training

Training on strategies to implement effective writing techniques

English Department

Table 35: Professional Development Activities 2017-2018 AHS Led Department or Area Involved

# of Participants

Content area strategies and AVID implementation

AVID Teachers

Edgemakers

New business material training

CTE/Business

Edgemakers follow up

New business material training

CTE/Business

ELD/SPED Strategies

Training for CTE and VAPA teachers of how to reach special education and ELD students in their subject areas

CTE & VAPA

Department chairs and administration discuss end of the year findings, suggestions for the next school year, and strategies and goals to be addressed by the staff.

Department Chairs

Master Schedule

Development of the master schedule for the following year with department chair input and using the conflict matrix

Department Chairs

Master Schedule

Development of the master schedule for the following year with department chair input and using the conflict matrix

Department Chairs

Program/Activity AVID Summer Institute

Leadership Retreat

Content

PBL

PBL training and application

History & Social Science

PBL

PBL training and application

CTE & VAPA

PBL

PBL training and application

Foreign Language

PBL

PBL training and application

Special Education

PBL

PBL training and application

Science

Chapter II n PAGE 45

AHS Led Program/Activity

Content

Department or Area Involved

# of Participants

PLC DigiCOACH Walkthroughs

Teachers participate in school-wide classroom walkthrough visitations in order to see new teaching concepts that they may apply in their future lessons

Professional Learning Groups

PLC DigiCOACH Walkthroughs

Teachers participate in school-wide classroom walkthrough visitations in order to see new teaching concepts that they may apply in their future lessons

Professional Learning Groups

Reading Plus

Training on the Reading Plus program

Reading Plus Teachers

Reading Plus Follow up

Training on the Reading Plus program

Reading Plus Teachers

All Staff

Department or Area Involved

# of Participants

Teacher 1st Meeting

First day procedures, data review, strategies for the new year

District Led Program/Activity

Content

Advanced Math Lesson Study Planning Day Artesia, Cerritos, Gahr & Whitney HS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Advanced Math Teachers

Advanced Math Lesson Study Teaching DayArtesia, Cerritos, Gahr & Whitney HS

Teaching the designed common lessons and gathering feedback at each school site

Advanced Math Teachers

Designated Lesson Study Planning Day

Representatives from various curricular groups will create a lesson focused on strategy implementation

Designated Teachers

Designated Lesson Study Teaching Day

Representatives from various curricular groups will teach the created lesson focused on strategy implementation

Designated Teachers

Edulastic

Math teachers will learn how Edulastic can be used in the classroom to create assessments and track student achievement

Math Teachers

ELD for History Artesia and Tracy HS

Teachers will learn various ELD strategies and how to implement them for their subject area

History Teachers

ELD Math Training 1

Teachers will learn various ELD strategies and how to implement them for their subject area

Math Teachers

ELD Math Training 2

Teachers will learn various ELD strategies and how to implement them for their subject area

Math Teachers

Framework for History Artesia and Tracy HS

Presentation of the new history framework that will be implemented

History Teachers

Grade 9 ELA Lesson Study Planning Day

Teachers will work on pacing, choose focus topics while focusing on ELD strategies, and create a common lesson

Grade 9 ELA/ ELD Teachers

Grade 9 ELA Lesson Study Teaching Day

Teachers will implement the common lesson and observe it being taught in order to reflect on effective strategies

Grade 9 ELA/ ELD Teachers

Chapter II n PAGE 46

District Led Program/Activity

Content

Department or Area Involved

# of Participants

Grade 9 ELA Lesson Study Planning Day Artesia and Tracy HS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Grade 9 ELA/ ELD Teachers

Grade 9 ELA Lesson Study Teaching Day Artesia and Tracy HS

Teaching the designed common lessons and gathering feedback at each school site

Grade 9 ELA/ ELD Teachers

Grade 10 ELA Lesson Study Planning Day

Teachers will work on pacing, choose focus topics while focusing on ELD strategies, and create a common lesson

Grade 10 ELA/ ELD Teachers

Grade 10 ELA Lesson Study Teaching Day

Teachers will implement the common lesson and observe it being taught in order to reflect on effective strategies

Grade 10 ELA/ ELD Teachers

Grade 10 ELA Lesson Study Planning Day Artesia and Tracy HS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Grade 10 ELA/ ELD Teachers

Grade 10 ELA Lesson Study Teaching Day Artesia and Tracy HS

Teaching the designed common lessons and gathering feedback at each school site

Grade 10 ELA/ ELD Teachers

Grade 11 ELA Lesson Study Planning Day

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Grade 11 ELA/ ELD Teachers

Grade 11 ELA Lesson Study Teaching Day

Teaching the designed common lessons and gathering feedback at each school site

Grade 11 ELA/ ELD Teachers

Grade 11 ELA Lesson Study Planning Day Artesia and Tracy HS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Grade 11 ELA/ ELD Teachers

Grade 11 ELA Lesson Study Teaching Day Artesia and Tracy HS

Teaching the designed common lessons and gathering feedback at each school site

Grade 11 ELA/ ELD Teachers

Grade 12 ELA Lesson Study Planning Day

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Grade 12 ELA/ ELD Teachers

Grade 12 ELA Lesson Study Teaching Day

Teaching the designed common lessons and gathering feedback at each school site

Grade 12 ELA/ ELD Teachers

Math 1 Lesson Study Planning Day Artesia and Tracy HS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Math 1 Teachers

Math 1 Lesson Study Teaching Day Artesia and Tracy HS

Teaching the designed common lessons and gathering feedback at each school site

Math 1 Teachers

Math 2 Lesson Study Planning Day Artesia and Tracy HS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Math 2 Teachers

Math 2 Lesson Study Teaching Day Artesia and Tracy HS

Teaching the designed common lessons and gathering feedback at each school site

Math 2 Teachers

Chapter II n PAGE 47

District Led Program/Activity

Content

Department or Area Involved

# of Participants

Math 3 Lesson Study Planning Day Artesia & Whitney HS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

Math 3 Teachers

Math 3 Lesson Study Teaching Day Artesia & Whitney HS

Teaching the designed common lessons and gathering feedback at each school site

Math 3 Teachers

Mathia: Getting Started

Introduction to the new Mathia program and how to create lessons and assignments

Math Teachers

How to create reports from assignments and tests made with Mathia

Math Teachers

ELA/ELD Teachers

Mathia: Reports Meeting the needs of Advanced Learners within StudySync System

How to adjust lessons in StudySync to address the needs of more advanced ELD students using the program

NEW History Textbook Training Day 1

Introduction to the new History textbook and supplementary materials available with the adoption

History Teachers

NEW History Textbook Training Day 2

Continuation of the Day 1 training with a focus on collaborative lesson planning utilizing the new materials

History Teachers

Novels are good!: Resources to Teach Novels within the StudySync System

Training illustrating the additional resources available with StudySync, where to find them, and how tie them to lessons in the classroom

ELA/ELD Teachers

Science ELD Training Artesia and Tracy HS

Teachers will learn various ELD strategies and how to implement them for their subject area

Science Teachers

SPED High School Math Day 1

Training on addressing the needs of Special Education students enrolled in math and discussing concerns at each site

SPED Math Teachers

SPED High School Math Day 2

Training to create pacing and lessons based on student needs

SPED Math Teachers

SPED Math Lesson Study Planning Day Artesia HS & Fedde MS

Creating common lessons across the schools in the district in order to create data to see the skills and needs of students

SPED Math Teachers

SPED Math Lesson Study Teaching Day Artesia HS & Fedde MS

Teaching the designed common lessons and gathering feedback at each school site

SPED Math Teachers

ELA/ELD Teachers

ELD Teachers

ELA / ELD Teachers

Study Sync Version 2: Learn About the New Interface and Expanded Options

Training demonstrating the changes to the new edition of StudySync including the changes in the interface and additional options added to the system

System 44 Training

Training on the new ELD program System 44 to help students with language development

Using the Unit Creator Function of StudySync

Training on the Unit Creator Function of StudySync which allows users to adjust their lessons on the program to meet individual needs

Chapter II n PAGE 48

Verification of Standard Aligned Materials by the District When the school and/or district wishes to adopt new standard aligned materials, the process begins with the creation of subject specific committees that contain representatives from each site in the district interested or effected by the new material, including administrative representation. These committees will create guidelines for selecting materials and begin the evaluation process with various publisher presentations. The committees will meet with district representatives and publishers 5-7 times throughout the school year prior to adopting any materials. After meeting and reviewing all options, the committee votes and chooses three viable options to present to the individual school sites. The individual schools then vote for their preference and that vote is taken back to the district by the committee members, where again, a vote is taken and a selection is made. That selection is taken to the School Board for final approval. After approval, the district arranges for trainings on understanding, use, and implementation of the new materials for the upcoming school year.

Board of Trustees Resolution to verify the use of Standard Aligned Materials AR 6161(a) ABC UNIFIED SCHOOL DISTRICT Administrative Regulation INSTRUCTION: BOOKS, MATERIALS AND EQUIPMENT Selection and Adoption of Textbooks and Other Instructional Materials-District In the District adoption of textbooks and instructional materials for each subject area, the following criteria are considered: 1. The textbooks and other instructional materials should aid in attaining district curriculum goals and objectives. 2. There shall be articulation between elementary, middle and senior high school levels. 3. The textbooks and materials not contained on the state approved list shall meet the legal compliance requirements of the law. Procedures and Responsibilities for District Adoption of Textbooks and Other Instructional Materials 1. Membership: a. Elementary level - representatives from the following: 1) Teachers representing each grade, K-6, who have demonstrated expertise in the subject area. 2) Elementary school principal(s). 3) A member of the central office staff as facilitator. b. Middle school level - representatives from the following: 1) Teachers, one from each middle school, teaching in the subject area. 2) Junior high school principal(s) or administrator(s). 3) A member of the central office staff as facilitator.

Chapter II n PAGE 49

c. High school level (textbooks) - representatives from the following: 1) Department head or designee teaching in the subject area of each high school. 2) High school administrator. 3) A member of the central office staff as facilitator. 2. Committee responsibilities: a. Evaluate all textbooks and other appropriate instructional materials submitted or requested for adoption to meet instructional objectives, based upon student needs and abilities. b. Evaluate and recommend a uniform basic textbook or series for each designated instructional level. All recommended textbooks and/or series shall meet legal compliance unless state evaluation exists. c. E xception to the District’s uniform adoption regulations may be made by the individual schools with input from staff and community. Schools are responsible for making the decision in selecting the textbooks/instructional materials that best meet the needs of the schools in implementing the District’s curriculum. School requests for an alternative selection must be submitted to the Assistant Superintendent, Academic Services for final approval. Support Instructional Materials Selection Schools At the school level, support instructional materials selection is the responsibility of the certificated staff under the supervision of the principal. Because it is not feasible for school principals to attempt to screen all materials which teachers utilize in their classrooms, and because an approval process which is too cumbersome or restrictive in regard to a variety of instructional materials could prove detrimental to the viable instructional practices utilized by many teachers (and thus would reduce the quality of the educational program), the following general guide should be followed: 1. Each teacher shall be responsible for the proper selection and use of all support instructional materials utilized or displayed in her/his classroom. This applies particularly to those materials not adopted by the District, Board of Education or the state. 2. Each teacher shall select support instructional materials that are in legal compliance with state laws, help meet district objectives, and are appropriate to the maturity/ability of the pupils. 3. Each teacher shall consult with the school principal if there is any question about the suitability of any instructional material. 4. The principal shall make all teachers aware of state-mandated legal compliance and district policy in the area of instructional materials. Uniform Textbook Adoption The major focus of a textbook adoption is to ensure that the District is implementing a uniform curriculum and the State content standards. Selection of textbooks/instructional materials shall be based upon Board adopted curriculum continua. The curricula provide the goals and instructional objectives that students are expected to accomplish. This supports the move away from textbook driven curriculum outcomes.

Chapter II n PAGE 50

Since there are many benefits to a uniform adoption, every effort will be made to adopt a uniform textbook for each designated grade and/or instructional level. A uniform textbook/instructional materials adoption in each subject area, conforming to board adopted criteria, insures: 1. The scope and sequence of the adopted curricula. 2. District-wide continuity in the instructional program. 3. Continuity of learning for students who transfer from one district school to another within the District. 4. The ability to share textbooks, from a central source, to accommodate fluctuating enrollment needs. 5. Effective utilization of staff development resources that can be provided to enhance the instructional program. 6. Teaching aides which can be made available by the District to support the classroom instructional program. A uniform adoption may provide for more than one series for selection. Again, the focus will center on State and District curricula implementation. Lost or Mutilated Books - State and District-Owned (Grades K-12) The instructional materials center shall maintain an accounting of state textbooks. The Board of Education believes that individual schools, teachers and students should exercise the proper use thereof, so that the maximum use is derived from each book. Should a book or books become lost or mutilated, the school or teacher responsible for said book(s) shall immediately follow the current procedures developed by the instructional materials center for the recovery or restitution of the same. 1. The instructional materials center shall issue to each school in the District a packet of #756426 forms, titled “Lost/Mutilated Book Report.” 2. When a student has lost or mutilated a book, form #756426 shall be filled out in triplicate. 3. The value of the book is prorated on the basis of 6-year life. When the money is collected from the pupil in the office, he/she shall be given the original copy of the receipt. 4. Copy 1 of the #756426 form is retained at the school. Copies 2 and 3 of the #756426 form shall be attached to the copy of the receipt and sent to the business office. 5. If a state text is involved, the business office shall send the second copy of the #756426 form to the instructional materials center for textbooks, retaining the third copy. The book title shall then be deleted by the instructional materials center textbooks from the school’s state text inventory. 6. Money for lost or mutilated state books shall be sent to the state by the business office. Money for lost or mutilated district books shall be credited to the school’s account.

Chapter II n PAGE 51

Pilot Instructional Programs Prior to an adoption pilot, instructional programs may be initiated at the District level or at school sites after being approved by the following process. 1. C ompletion of a written request containing: a. name of the project b. site at which the project is to be conducted c. purpose of the project d. administrator in charge e. relationship to district curriculum goals and objectives f. evaluation process g. length of time required h. cost of project i. source of funding 2. A copy of the request shall be forwarded to the Director of Curriculum/Instruction and Schools. 3. If the request is approved by the Director of Curriculum/Instruction and Schools, the project may be implemented. Regulation: 07.16.79 Revised: 08.02.82 Approved: 01.16.96

School Facilities On May 7, 2019 the school underwent its last annual Good Repair Status Inspection. Data from this inspection was gathered at the school site and is provided by the Facility Inspection Toll (FIT). Details can also be found on the School Accountability Report Card (SARC). Mobile cleaning teams have been used to provide in-depth cleaning assistance services at the school. Custodial Supervisors perform regular site inspections. ABC Unified School District employs an aggressive preventative maintenance program that ensures all schools are maintained at an efficient operating level. Custodial staff follow a detailed checklist to ascertain the condition of the school, make on the spot corrections, and schedule needed maintenance.

Table 36: School Facility Repair Status System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical

Repair Status

Repair Needed and Action Taken or Planned

Good

None Needed

Fair

None Needed

Good

None Needed

Fair

None Needed

Chapter II n PAGE 52

Repair Status

Repair Needed and Action Taken or Planned

Restrooms/Fountains: Restrooms, Sinks/ Fountains

Good

None Needed

Safety: Fire Safety, Hazardous Materials

Good

None Needed

Structural: Structural Damage, Roofs

Good

None Needed

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

Good

None Needed

Good

All the above areas were repaired and/ or addressed. Overall condition of the school can be described as good.

System Inspected

Overall Rating:

Science Facilities Artesia High School has facilities within the science building in each classroom meeting the facilities, chemical storage, and lab requirements for accessibility and safety. Teachers utilize their classrooms to allow students to perform labs that enhance their individualized curriculum. All science teachers have access to the chemical storage units, facilities equipment, and safety measures necessary for students to fulfill the laboratory requirements for UC a-g.

Table 37: Science Facilities Meeting the UC a-g Requirements Classroom (Location)

# Chemical Storage Units (Refrigerator)

# Eye Wash Stations

# Gas Lines

# Gas Lines (Teacher)

# Hood Vents with Showers

# Lab Stations

# Seats per Lab Station

# Sinks

601

602

603

604

2 (1)

605

606

607

Chapter II n PAGE 53

LCFF Priority 2

Implementation of Academic Standards According to the ABC Unified Board of Trustees, curriculum development may be initiated by a teacher, a group of teachers which includes various teams and departments, a school principal, district-level personnel, the Board of Education, other agencies, or by citizens working with the school district. All proposed changes must state the need for curriculum development, if any alternative methods have been utilized prior to the suggested change, alignment with district goals, objectives for the change, and outline of the operation plan including the scope and sequence, and a plan for evaluation including the annual operation cost. Whoever wishes to propose a change in existing curriculum, whether it is revision, addition or deletion, can present a proposal to the school administration, who then will determine if the change is minor or major. Minor changes can be approved at the school level then submitted to the district, and if approved, begin being implemented. Major changes to curriculum must be presented to a representative group of principals at the secondary level, then presented to the cabinet for study and suggestions if approved. From there, district staff will consult with the bargaining unit before finally seeking approval from the Board of Education. The district process for assessing curriculum and alignment has to go through a series of stakeholders throughout the district so that the responsibility of curriculum and instruction is a team process. District representatives, teachers, administrators, school site committees, and the school board all have a voice in curriculum implementation and verification that the curriculum is meeting the necessary academic and performance standards. Subject area committees for secondary schools must include a management representative appointed by the superintendent with five or more members from the high schools (department chair or designee). This committee is responsible for identifying and incorporating essential proficiencies and objectives utilizing teacher and public input. The district ensures a continuing program of standards-based professional development. This professional development may include the credentialed staff, paraprofessionals, community members, parents and other persons who provide instruction in order to strengthen their ability to deliver quality instruction across all curricular areas and to ensure that students have access to sufficient instructional materials, equipment and facilities. The district provides monthly Teacher Leader meetings that are subject specific for representatives from each school site. Artesia High sends two teacher representatives to each meeting; wherein, they are informed by district personnel of any curricular changes, can communicate concerns, and plan with other members of the district. Teacher Leaders are responsible for taking all information back to their school site for further discussion. The Teacher Leaders also create common assessments that are given in English, math, and science that are designed to assess student progress on the standards.

Chapter II n PAGE 54

Teachers attend trainings at the school site for English Learners, Special Education students, and have curricular planning time within departments and across the curriculum at the site on a monthly basis that is built into their Wednesday Meeting Schedule. Artesia High has a consultant, Dennis Parker, who regularly meets with the staff as a whole and in small groups in order to facilitate curricular growth and focus on needs specifically found at the school. The school’s administration has placed UC a-g posters in every classroom indicating what categories are being addressed in that room. Teachers are also responsible for creating and posting daily objectives that address the standards being covered and must include what material is being covered, why that material is necessary, and how that material will be presented to students.

LCFF Priority 3 Parent Engagement

Parents at Artesia High School are encouraged to participate in one or more activities on campus. The school provides a variety of events, activities, and organizations that allow parents to interact with staff members, communicate concerns, and celebrate their student’s achievements. Parents are informed of the available opportunities through various communications via email, phone calls, and mailers.

Table 38: Parent Engagement Opportunities Activitity or Organization

Description

Coffee with the Principal

Every quarter parents have the opportunity to sit down with the principal to hear updates, ask questions, and give feedback in a social setting.

College Information Night

Parents and students are able to attend an information night about college opportunties. College representatives attend the information night and are available to answer questions. Parents can request additional information and seek further meetings with their student's counselor.

CTE Showcase Night

Teachers from each of the CTE Pathways at Artesia High create a display and provide information about the pathway and its course offerings. Students from each pathway also attend the event in order to promote the pathway and the school. Parents are invited to tour the campus and interact with stakeholders at the event.

Financial Aid Night

Parents and students are able to attend an information night about financial aid opportunties and the FAFSA. The school's administration, counselors, and Student Union representatives attend the information night and are available to answer questions. Parents can request additional information and seek further meetings with their student's counselor.

I'm Going to College Dinner

Seniors who are accepted into college are invited to a celebratory dinner provided by the school. Students may bring family members to the event.

Lunch with Your Student

Parents are invited to campus to have lunch with their students. Administrators are available at the lunch to answer any questions and for parents to voice their concerns.

Chapter II n PAGE 55

Activitity or Organization

Description

Open Door Policy

The school has an open door policy for parents. Parents are welcome onto campus at any time to speak with administrators or office staff members.

Parent Annual Survey

Parents are surveyed annually on the workings of the school, staff, teachers, and administration.

Parent Annual Walkthroughs

Parents are invited to campus to see classroom strategies in use and visit teachers' classrooms.

Classroom Visitations

Parents can sit in on their students' classes at any time.

Principal's Cell Phone Number is Provided to All Parents

All parents are given the principal's cell number in order to contact him directly for any and all needs or concerns.

PTO

Parents are asked for their opinions on upocming events, policies, expenditures of technology, and may voice concerns and recommendations. Their input is taken into consideration.

Report Card Night

Twice a year the school invites parents to school to discuss grades and concerns with their students' teachers. Parents can speak with administrators and counselors at the event as well.

School Site Council

Parents are asked for their opinions on upocming events, policies, expenditures of technology, and may voice concerns and recommendations. Their input is taken into consideration.

Shadow Days

Parents of eighth grade students are able to visit the campus with their student on Shadow Days wherein their students shadow Artesia High students throughout the day in order to see what a day in high school life is like on campus.

LCFF Priority 4

Performance on Standardized Tests

Students at Artesia High School participate in the California Assessment of Student Performance and Progress (CAASPP) and various other standardized tests which include testing for Advanced Placement (AP), SAT/ACT, and English Learner Proficiency tests.

CAASPP: English & Math In 2015 when the CAASPP began, Artesia saw gradual increases with meeting and exceeding the standards in English; however, in 2018, the proficiency rate decreased from the previous year by 11%. Overall, proficiency in English has increased by 2% over the five years of testing; additionally, the school has maintained a proficiency level above the county and state. Students meeting or exceeding the standards in math decreased by 1% over the same time period, with an average of 31% of the students meeting or exceeding the standards. In 2020, the CAASPP was not administered due to the Coronavirus Pandemic.

Chapter II n PAGE 56

Table 39: CAASPP Overall Performance in English by Percent Standard Not Met (2299-2492)

Year

Standard Nearly Met (2493-2582)

Standard Met (2583-2681)

Standard Exceeded (2682-2795)

Standard Met & Exceeded

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

2015

2016

2017

2018

2019

18-19 Change

-5

-3

-1

-3

-4

-5

-2

-6

-5

15-19 Change

-1

-8

-3

-2

-6

-5

-6

-4

-1

-4

-5

Table 40: CAASPP Overall Performance in Math by Percent Standard Not Met (2299-2492)

Year

Standard Nearly Met (2493-2582)

Standard Met (2583-2681)

Standard Exceeded (2682-2795)

Standard Met & Exceeded

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

2015

2016

2017

2018

2019

18-19 Change

-2

-12

-11

-1

15-19 Change

-3

-12

-10

-3

-4

-1

Beginning in 2018, Artesia High began to see a gradual decline in achievement on the CAASPP of the school’s largest subgroups, African American students and Hispanic students; however, during that same period, the school’s Asian and white student populations began to show an increase in achievement. During the five years of testing, the percentage of African American students meeting or exceeding the standards in English decreased by 17% and by 11% in math. The school’s Hispanic population increased achievement over the five-year period by 4% in English and decreased by only 1% in math during that time. Asian students increased by 19 % in English and 12% in math while white students increased by 32% in English and 36% in math over the five-year period of testing.

Chapter II n PAGE 57

Table 41: English by Ethnicity - Students that Met/Exceeded Standards by Percent Year

American Indian/Alaska Native

African American

Asian (nonFilipino)

Filipino

Hispanic

Native Hawaiian/ Pacific Islander

Multi-Racial

Unknown

White

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

2015

N/A

100

N/A

2016

ACS 100 WASC/CDE 83Artesia 68 High 61 School N/A 72 60 100Self-Study 40 71 Report 76

2017

100

N/A

2018

N/A

100

2019

N/A

100

18-19 Change

-12

-1

N/A

-1

-11

-7

-2

-8

-5

-34

15-19 Change

-17

-1

N/A

-15

N/A

Table 42: Math by Ethnicity - Students that Met/Exceeded Standards by Percent Year

African American

American Indian / Alaska Native

Artesia ABCUSD Artesia ABCUSD 2015 2016 2017 2018 2019 18-19 Change 15-19 Change

20 30 12 10 9 -1 -11

30 30 25 26 36 10 6

N/A 33 100 N/A N/A N/A N/A

50 38 100 25 17 -8 -33

Asian (non-Filipino) Artesia

ABCUSD

60 60 65 37 72 35 12

75 78 82 81 83 2 8

Filipino

Hispanic

Multi-Racial

Native Hawaiian / Pacific Islander

Artesia ABCUSD Artesia ABCUSD Artesia ABCUSD Artesia

50 52 46 56 33 -23 -17

56 61 62 62 65 3 9

26 33 32 26 25 -1 -1

27 28 28 29 30 1 3

100 0 50 20 0 -20 -100

Chapter II n PAGE 58

53 48 66 63 64 1 11

0 0 50 25 0 -25 0

ABCUSD

27 10 47 26 14 -12 -13

Unknown

White

Artesia ABCUSD Artesia ABCUSD

N/A 0 N/A N/A 0 N/A N/A

N/A 40 0 33 57 24 N/A

36 46 18 50 72 22 36

31 47 44 48 53 5 22

Table 42: Math by Ethnicity - Students that Met/Exceeded Standards by Percent Year

African American

American Indian/Alaska Native

Asian (nonFilipino)

Filipino

Hispanic

Multi-Racial

Native Hawaiian/ Pacific Islander

Unknown

White

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

2015

N/A

100

N/A

2016

2017

100

N/A

2018

N/A

2019

N/A

18-19 Change

-1

N/A

-8

-23

-1

-20

-25

-12

N/A

15-19 Change

-11

N/A

-33

-17

9Artesia -1 High 3 School -100 ACS 11 0 -13 N/A N/A 36Report 22 WASC/CDE Self-Study

The subgroups assessed for CAASPP, students with disabilities, economically disadvantaged, and

The subgroups students with disadvantaged, English Learnerassessed accountfor forCAASPP, approximately 70% of disabilities, the eleventheconomically grade student population at the and English Learner account for approximately 70% of the eleventh grade student population school. Artesia High accounts, on average for the five years of testing, for 42% of all students at with the school. Artesia High accounts, on average for the five years of testing, for 42% of all Learners disabilities, for 32% of all economically disadvantaged students, and for 28% of all English students enrolled with in thedisabilities, district. for 32% of all economically disadvantaged students, and for 28% of all English Learners enrolled in the district. Artesia High has shown gains for students meeting or exceeding the standards in English in all significant subgroups. During the five years of CAASPP testing in English the subgroups have increased as follows: students with disabilities (4%), classified as economically disadvantaged (5%), and English Learner (9%). In math there has been a 1% gain in students with disabilities and economically disadvantaged students, with Chapter II no n change PAGEfor 59English Learners. Students with disabilities have improved in math at the school; however, they have declined by 5% throughout the district as a whole. Table 43: English by Subgroup - Students that Met/Exceeded Standards by Percent

Artesia High has shown gains for students meeting or exceeding the standards in English in all significant subgroups. During the five years of CAASPP testing in English the subgroups have increased as follows: students with disabilities (4%), classified as economically disadvantaged (5%), and English Learner (9%). In math there has been a 1% gain in students with disabilities and economically disadvantaged students, with no change for English Learners. Students with disabilities have improved in math at the school; however, they have declined by 5% throughout the district as a whole.

Table 43: English by Subgroup - Students that Met/Exceeded Standards by Percent Year

Students with Disabilities

Economically Disadvantaged

English Learner

#Stu

Artesia

#Stu

ABCUSD

#Stu

Artesia

#Stu

ABCUSD

#Stu

Artesia

#Stu

ABCUSD

2015

154

269

758

162

2016

138

259

820

114

2017

243

762

2018

119

236

756

118

2019

145

221

745

122

18-19 Change

-15

-7

-11

-2

-5

15-19 Change

-25

-9

-48

-40

-28

-40

Table 44: Math by Subgroup - Students that Met/Exceeded Standards by Percent Year

Students with Disabilities

Economically Disadvantaged

English Learner

#Stu

Artesia

#Stu

ABCUSD

#Stu

Artesia

#Stu

ABCUSD

#Stu

Artesia

#Stu

ABCUSD

2015

155

269

785

162

2016

135

258

816

115

2017

101

247

783

2018

116

235

753

115

2019

142

220

744

126

18-19 Change

-1

-4

-1

-15

-9

-1

-3

-1

15-19 Change

-27

-13

-5

-49

-41

-25

-36

Chapter II n PAGE 60

The school’s male population has shown gains in both math and English scores on the CAASPP; however, the school’s female population has continually declined in both subjects. Despite the decline, the female population remains higher than both the county and state in English achievement on the standards.

Table 45: English by Gender - Students that Met/Exceeded Standards by Percent Year

Female

Male

Artesia

ABCUSD

LA County

Artesia

ABCUSD

LA County

2015

2016

2017

2018

2019

18-19 Change

-10

-9

-5

-6

-7

-5

-4

15-19 Change

-1

-4

-6

-5

Table 46: Math by Gender - Students that Met/Exceeded Standards by Percent Year

Female

Male

Artesia

ABCUSD

LA County

Artesia

ABCUSD

LA County

2015

2016

2017

2018

2019

18-19 Change

-6

15-19 Change

-6

Over the five-year span of testing, Artesia High has improved in all ELA/Literacy claims on the CAASPP, improving by 12% on writing components. Math, on the other hand, has demonstrated a decline of students meeting the standards in all three claims, with the most significant loss in Concepts and Procedures (7%).

Chapter II n PAGE 61

Table 47: ELA/Literacy by Claim - Students that Met/Exceeded Standards by Percent Year

Reading

Writing

Listening

Research/Inquiry

2015

2016

2017

2018

2019

18-19 Change

-4

-8

-6

15-19 Change

Table 48: Math by Claim - Students that Met/Exceeded Standards by Percent Year

Concepts and Procedures

Problem Solving and Modeling & Data

Communicating Reasoning

2015

2016

2017

2018

2019

18-19 Change

-5

-2

15-19 Change

-7

-3

Chapter II n PAGE 62

CAASPP: Science In 2019 students took the California Science Test (CAST) for the first time. During that year, the school tested both 11th and 12th grade students per the state requirements. The 11th grade students and 12th grade students had a 3% difference in meeting/exceeding the standards; nevertheless, as a whole, school results were lower than the district, county, and state. The majority of students, 64%, were in the standard nearly met category.

Table 49: Overall Performance in Science by Percent Standard Not Met (Level 1 550–575)

2019

ABC USD

Artesia

Standard Nearly Met (Level 2 576–614)

LA County

Artesia

ABC USD

LA County

Standard Met (Level 3 615–635)

Standard Exceeded (Level 4 636–650)

Standard Met & Exceeded

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

11th

16.2

9.7

16.2

15.4

64.9 48.8 57.0

54.2 15.9

30.1

20.9

23.2

2.9

11.4

5.9

7.2

18.8

41.5

26.8 30.4

12th

22.3

11.0

19.6

19.8

62.2

51.0

55.7

54.5

13.1

25.0

18.6

19.1

2.5

13.0

6.2

6.6

15.6

38.0

24.8

25.7

ALL Grades

19.1

9.8

19.2

18.2

63.6

46.7

53.0

51.9

14.6

26.3

19.4

20.5

2.7

17.2

8.5

9.4

17.3

43.5

27.9

29.9

Based on the science domains, life, physical, and earth science, Artesia students showed the most difficulty with physical science, with 56.5% of the students falling below the standard. The percentage of students that were above the standard in all domains was only 5%.

Table 50: Science by Domain - Students that Met/Exceeded Standards by Percent 2019

Below Standard

Near Standard

Above Standard

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Artesia

ABC USD

LA County

Life Science

39.9

26.6

42.0

40.2

55.5

52.7

47.2

48.0

4.9

20.7

10.8

11.8

Physical Science

56.5

33.2

48.0

46.2

38.4

48.0

41.4

42.1

5.1

18.8

10.7

11.8

Earth Science

51.2

29.7

43.7

41.8

43.5

50.6

45.4

46.3

4.6

19.7

10.9

11.9

Chapter II n PAGE 63

College and Career Indicator Levels (CCI) The CCI includes both college and career measures to evaluate how well districts and schools are preparing students for success after high school. Preparedness is determined by a combination of CTE Pathway Completion, CAASPP (SBAC), college credit course, AP scores, a-g completion, and students receiving the State Seal of Biliteracy. Since the Dashboard began measuring preparedness after graduation in 2017, Artesia High has seen an increase in the percentage of students prepared for college and/or careers by more than 10%, with nearly half of the graduates being classified as prepared by graduation.

Table 51: Graduates Prepared for College/Career Year

# Students

Prepared %

2018-2019

293

48.5

2017-2018

333

47.7

2016-2017

350

37.7

Beginning in 2017 the school has seen a 15% increase in preparedness for its largest ethnic group, Hispanic/Latino. The school’s Asian population also showed an increase of 12% over the same three-year period. Artesia’s African American population decreased in preparedness from 2017 to 2018 by nearly 50%; however, in 2019 the population showed a significant 11% increase from the previous year. English Learners and the homeless student population also increased by 10% and students with disabilities increased preparedness by 8%. The school’s largest subgroup, the socioeconomically disadvantaged group, increased its percentage prepared by 12%.

Chapter II n PAGE 64

Table 52: Graduates Prepared for College/Career by Ethnicity and Program Participation Group Hispanic/Latino African American American Indian/Alaska Native Asian Filipino Pacific Islander White Two or More Races English Learners Socioeconomic Disadvantaged Students with Disabilities Foster Students Homeless Students Total

2018-2019

2017-2018

2016-2017

202

236

256

47.5

45.3

32.8

26.7

16.0

33.3

72.2

82.6

60.0

63.0

6808

70.4

27.3

38.9

118

28.3

12.7

18.6

255

294

47.1

46.3

34.7

16.0

28.2

8.0

18.2

25.0

7.7

293

333

350

48.5

47.1

37.7

Note: An asterisk (*) indicates that the student group consists of 0 or less than 11 students, the minimum size for any reporting.

Chapter II n PAGE 65

In 2019, the school’s socioeconomically disadvantaged group represented the majority of the prepared population at Artesia High School with 120 students out of the 142 in the prepared group. Over the three-year evaluation period, the socioeconomically disadvantaged population was represented by approximately 80% of the students deemed prepared for college and careers.

Table 53: Division of Graduates Prepared for College/Career Group Hispanic/Latino African American American Indian/Alaska Native Asian Filipino Pacific Islander White Two or More Races English Learners Socioeconomic Disadvantaged Students with Disabilities Foster Students Homeless Students Total

2018-2019

2017-2018

2016-2017

107

67.6

67.3

63.6

5.6

2.5

7.6

9.2

11.9

6.8

12.0

13.8

14.4

1.9

5.3

10.6

4.4

16.7

120

136

102

84.5

85.5

77.3

5.6

0.0

4.5

1.4

1.9

0.8

142

159

132

100.0

Chapter II n PAGE 66

Homeless Students Total

2 1.4 142 100.0

# % # %

3 1.9 159 100.0

1 0.8 132 100.0

The The school’s school’s Hispanic/Latino Hispanic/Latinopopulation populationhas hassteadily steadilygrown grownbyby9% 9%totoaccount accountfor for23% 23%ofofArtesia’s prepared group. All other ethnic groups have remained constant, with a reduction in the in white Artesia’s prepared group. All other ethnic groups have remained constant, with a reduction student population to a number the below minimum for reporting. the white student population to abelow number the size minimum size for reporting.

Table 54:Division Division of Graduates Prepared for College/Career Table 54: of Graduates Prepared for College/Career by Ethnicityby Ethnicity

!&$'(!&$) !"#

"&#

$"#

"%#

$'!)*$'!(

'(!$)'(!* !"#$%&"'( )%*"&+ ,-."'%& ,/0."'%& ,#"%&

!!# !"# $#

'"#

1"2"$"&+

%&#

34"*0 &#

!"#$%&"'( )%*"&+ ,-."'%& ,/0."'%& ,#"%&

!(# !"#

!"# &'#

1"2"$"&+

$%#

34"*0

Artesia High School ACS WASC/CDE Self-Study Report

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

Artesia High’s socioeconomically disadvantaged and English Learner population accounted for approximately 69% of the prepared group in 2019, an increase of 16% from the previous year.

Table 55: Division of Graduates Prepared for College/Career by Program Participation Table 55: Division of Graduates Prepared for College/Career by Program Participation !(&)*!(&+ !"#$%&' ()*+")+&

&'#

!"#

&$# $%#

!%&'(!%&"

"&!'("&!)

!"#$%&'()*+,"*,&

""# !"#

,-.%-).-"-/%. 0%&*12*"3*#)1 ,341)"3&56%3' 0%&*7%$%3%)&

"%#

&&# !"# &!#

-./%.*/.".0%/ 1%&+23+"4+#*2

$!#

-452*"4&(6%4' 1%&+7%$%4%*&

$%#

8.0*$*&& -452*"4&

8-/)$)&& ,341)"3&

-./%.*/.".0%/ 1%&+23+"4+#*2 -452*"4&(6%4' 1%&+7%$%4%*& 8.0*$*&& -452*"4&

The percentage percentage of The of graduates graduates approaching approaching the theprepared preparedlevel levelfor forthe thecollege/career college/careerindicators indicatorshas has decreased in each of the ethnic groups and programs represented at Artesia High over the three decreased in each of the ethnic groups and programs represented at Artesia High over the three years, with with the the most most significant significantdecrease, decrease, 25%, 25%, in in the the students students with disabilitiespopulation. population. years, with disabilities Table 56: Graduates Approaching Prepared for College/Career by Ethnicity and Program 2018-2019 2017-2018 2016-2017 Group Hispanic/ 27.2 22.0 35.9 Latino African 30.0 56.0 46.7 American American Indian/ * * * Alaska Native Asian

16.7

18.5 18.8 Chapter II n PAGE 67 Pacific * *

Filipino

Islander White

36.4

20.0 25.9 * 44.4

Table 56: Graduates Approaching Prepared for College/Career by Ethnicity and Program Group

2018-2019

2017-2018

2016-2017

Hispanic/Latino

27.2

22.0

35.9

African American

30.0

56.0

46.7

American Indian/Alaska Native

Asian

16.7

20.0

Filipino

18.5

18.8

25.9

Pacific Islander

White

36.4

44.4

Two or More Races

English Learners

34.0

32.7

39.0

Socioeconomic Disadvantaged

27.1

23.5

36.4

Students with Disabilities

32.0

28.2

57.3

Foster Students

Homeless Students

27.3

33.3

46.2

Total

25.9

23.1

35.4

According to the accountability system on the California Dashboard, there are five color coded areas indicating performance: blue (highest), green, yellow, orange, red (lowest). Based on improvements made from 2018 to 2019, the school as a whole is in the yellow category for performance, which is the middle. English Learners, socioeconomically disadvantaged, and students with disabilities also fall into the yellow category; however, the school’s Hispanic population increased to achieve the green level. The largest groups at the school increased or maintained their achievement levels.

Chapter II n PAGE 68

Table 57: 2019 CCI for Prepared by Ethnicity and Program Change Level

2019 % Prepared

Difference between 2019 CCI & 2018 % Prepared

# Students Enrolled 2019

# Students Enrolled 2018

2018 % Prepared

Student Population less than 150

Student Group

Color

Status Level

All Students

Yellow

Medium

Maintained

48.5%

0.7%

293

333

47.7%

English Learners

Yellow

Low

Increased

28.3%

15.6%

12.7%

Foster Youth

None

Homeless

None

Low

Declined

18.2%

-6.8%

25.0%

Socioeconomically Disadvantaged

Yellow

Medium

Maintained

47.1%

0.8%

255

294

46.3%

Students with Disabilities

Yellow

Low

Increased

16.0%

0.0%

African American

None

Low

Increased Significantly

26.7%

10.7%

16.0%

Asian

None

Very High

Declined Significantly

72.2%

-10.4%

82.6%

Filipino

None

High

Declined

63.0%

-5.8%

68.8%

Hispanic

Green

Medium

Increased

47.5%

2.2%

202

236

45.3%

Native Hawaiian or Pacific Islander

None

White

None

27.3%

Two or More Races

None

Artesia High has administered the PSAT to all tenth graders from 2016-2019. The ELA benchmark percentage met has been constant at approximately 38%; however, the math benchmark percentage met decreased by 7% over the same time period.

Table 58: PSAT Scores Year

# Test Takers

ELA Benchmark % Met

Math Benchmark % Met

ELA & Math Benchmark % Met

Mean Score (320-1520)

2018-2019

310

810

2017-2018

304

826

2016-2017

295

834

2015-2016

376

832

The number of students taking the SAT at Artesia High has increased by approximately 30 students between 2017 and 2019. The ELA/ERW benchmark percentage met has been constant averaging approximately 69%; however, the math benchmark percentage met decreased by 3% over the same time period.

Chapter II n PAGE 69

Table 59: College Scholastic Achievement Test (SAT) Scores Number Tested

Total Number Meeting ELA/ERW Benchmarks

Percent Meeting ELA/ERW Benchmarks

Total Number Meeting Math Benchmarks

Percent Meeting Math Benchmarks

344

197

134

68.02%

38.07%

2017-2018

348

170

120

70.59%

47.06%

2016-2017

329

172

118

68.60%

41.86%

Year

Grade 12 Enrollment

2018-2019

The average number of students taking the ACT from the school has been 30 over the last five years, with an anomaly appearing in 2017 with 64 students taking the test. Math scores on the ACT have been slightly higher than reading, English, and science each year.

Table 60: ACT Scores Year

Grade 12 Enrollment

Number Tested

Average Score: Reading

Average Score: English

Average Score: Math

Average Score: Science

Number of Scores >=21

Percent of Scores >=21

2018-2019

344

37.04%

2017-2018

348

51.72%

2016-2017

329

43.75%

2015-2016

355

36.67%

2014-2015

314

52.63%

Advanced Placement Artesia High has seen a 6% decrease in AP enrollment since 2015 in direct correlation with the decrease in grade 10-12 enrollment, which decreased by 41 students by 2020. The percentage of students enrolled in AP courses and not taking the exam has averaged approximately 84% between 2015 and 2020. In 2020, the Coronavirus Pandemic caused a modified version of AP exams to be given, allowing students to opt out of the exam or take a shortened 45-minute exam remotely.

Table 61: AP Enrollment and Students Enrolled and Not Testing Year

Gr 10-12 Enrollment

# Students

% Enr. Not Testing

2019-2020

977

277

85.9

2018-2019

984

348

83.2

2017-2018

986

494

83.9

2016-2017

1041

387

79.9

2015-2016

1144

411

81.1

2014-2015

1116

417

82.5

Chapter II n PAGE 70

Artesia High has seen a more even spread of scores 1-5 beginning in 2019. In the years prior to 2019, the majority of students scored a 1 or 2 on the exams.

Table 62: AP Exam Scores Year

Gr 10-12 Enrollment

Gr 12 Enrollment

# Exam Takers

Score = 1

Score = 2

Score = 3

Score = 4

Score = 5

2019-2020

977

292

138

2018-2019

984

287

165

2017-2018

986

327

159

2016-2017

1041

329

209

129

132

2015-2016

1144

355

216

114

123

2014-2015

1116

314

196

138

101

Beginning in 2015, the school saw only 34.4% of its students receive a passing score on AP exams; however, by 2020, 49.5% of students received passing scores, a 15% increase over the seven-year span.

Table 63: AP Exam Results Pass/Fail Percentages Year

% Pass (Score 3-5)

% Fail (Score 1-2)

% Enr. Not Testing

2019-2020

49.5

50.5

85.9

2018-2019

41.8

58.2

83.2

2017-2018

43.5

56.2

83.9

2016-2017

34.9

65.1

79.9

2015-2016

39.7

60.3

81.1

2014-2015

34.4

65.5

82.5

The school has seen a steady increase in students passing AP exams since 2015, with a significant decrease in 2019 of 7%; however, 2020 presented an 8% increase in passing scores. There has been a 9% increase in students taking and passing AP exams since 2015. The number of exams taken each year indicates that students are taking multiple exams as the number of exam takers is approximately 40% less than the numbers of exams taken.

Chapter II n PAGE 71

Table 64: AP Students Taking Exams and Passing with Scores (3-5) Year

# Exam Takers

# Takers with a Score 3-5

% Takers with a Score 3-5

2019-2020

138

228

2018-2019

165

263

2017-2018

159

292

2016-2017

209

401

102

2015-2016

216

393

118

2014-2015

196

365

Table 65: Number of AP Exams Taken by Subject Subject

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

2014-2015

Biology

Calculus AB

Calculus BC

Chemistry

Computer Science A

Comp Sci Principles

N/A

English Language

English Literature

Environmental Science

European History

N/A

Japanese

Macroeconomics

N/A

Physics

Spanish

U.S. Government

U.S. History

AP Calculus BC and AP Spanish have consistently maintained the highest passing rates at Artesia High, maintaining a 90-100% passing rate since 2015.

Chapter II n PAGE 72

Table 66: AP Scores 3-5 % by Subject and Year Subject

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

2014-2015

Biology

50.0

42.9

50.0

29.6

37.0

57.9

Calculus AB

30.0

55.6

84.6

81.3

92.3

40.0

Calculus BC

100.0

90.0

100.0

90.9

100.0

Chemistry

12.5

20.0

11.8

4.8

5.9

2.9

Computer Science A

25.0

30.0

20.0

23.0

13.3

12.5

Comp Sci Principles

88.9

N/A

English Language

48.7

39.1

43.2

29.5

38.2

29.5

English Literature

52.9

26.3

24.4

32.0

26.8

34.2

Environmental Science

31.7

26.9

25.6

23.9

37.5

27.3

European History

N/A

Japanese

0.0

Macroeconomics

N/A

0.0

20.0

N/A

Physics

40.0

8.3

18.2

20.0

2.8

11.6

Spanish

94.4

92.1

100.0

96.7

97.4

100.0

U.S. Government

30.0

87.5

62.5

0.0

35.7

33.3

U.S. History

33.3

36.7

53.8

28.3

38.3

46.2

The average score on AP exams increased by approximately 0.25 in each subject between 2015 and 2020. The average score over that span increased by 0.35 from 2.27 to 2.61.

Chapter II n PAGE 73

Table 67: AP Exams Average Score by Subject and Year Subject

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

2014-2015

Biology

2.92

2.71

3.83

2.04

2.30

2.53

Calculus AB

2.30

2.89

3.23

3.25

3.38

2.27

Calculus BC

4.43

3.90

4.82

4.67

4.09

4.18

Chemistry

1.75

1.60

1.44

1.54

1.35

1.17

Computer Science A

2.00

1.60

1.77

1.47

1.38

Comp Sci Principles

3.56

N/A

English Language

2.56

2.57

2.50

2.32

2.36

2.20

English Literature

2.71

2.02

2.10

2.18

2.22

2.50

Environmental Science

2.20

1.88

1.82

1.83

2.17

1.95

European History

N/A

2.56

2.50

N/A

Japanese

1.00

N/A

1.00

1.40

Macroeconomics

N/A

1.3

1.40

N/A

Physics

2.00

1.75

1.91

1.80

1.22

1.51

Spanish

4.22

3.82

3.96

4.03

4.13

4.06

U.S. Government

2.60

3.25

2.50

1.41

2.21

1.89

U.S. History

2.27

2.10

2.50

2.13

2.21

2.42

Average Score:

2.61

2.42

2.68

2.26

2.27

English Learner Proficiency In 2019, the four English Language Proficiency Assessments for California (ELPAC) levels were divided into 6 ELPI (English Language Progress Indicator) levels on the California Dashboard in order to determine whether English Language Learners made progress toward English Language Proficiency. In 2019, 59% of the 200 EL students assessed at Artesia High School were making progress towards English Language Proficiency based on EL students progressing at least one ELPI level or maintaining ELPI Level 4. In 2018, progress was determined by the percentage of EL students in the well-developed or moderately developed categories, which was 53.8% for Artesia High students; thus, between 2018 and 2019 the school showed a 5.2% increase in progress towards English proficiency for its EL students.

Chapter II n PAGE 74

Table 68: Student English Language Acquisition Results and Progress 2018-2019 Els Who Progressed at Least One ELPI Level

52.0%

Els Who Maintained ELPI Level 4

7.0%

Els Who Maintained ELPI Levels 1, 2L, 2H, 3L, 3H

24.5%

Els Who Decreased at Least One ELPI Level

16.5%

% Making Progress Towards English Language Proficiency

59.0%

# of EL Students

200 2017-2018

Level 4 - Well Developed

24.2%

Level 3 - Moderately Developed

29.6%

Level 2 - Somewhat Developed

28.5%

Level 1 - Beginning Stage

17.7%

Due to the school closure as a result of the Coronavirus disease in 2020, Artesia High had higher numbers of students that were not tested for Reclassification and the ELPAC than in previous years. In 2020, the reclassification rate dropped approximately 7%. From 2015 to 2020 the reclassification increased 6.1%; however, from 2015 to 2019 the reclassification rate increased by 13.2%.

Table 69: Annual Reclassification (RFEP) Counts and Rates English Learners

FEP

R-FEP

Year

Total # Students

# Students

2019-2020

1438

284

19.7

581

40.4

9.8

2018-2019

1431

255

17.8

588

41.1

16.9

2017-2018

1482

242

16.3

615

41.5

21.1

2016-2017

1450

232

16.0

589

40.6

13.6

2015-2016

1549

235

15.2

626

40.4

11.0

2014-2015

1568

246

15.7

637

40.6

3.7

“Ever-ELs” are students who are currently an EL or who were formerly designated as an EL, but who has now been reclassified fluent English proficient (RFEP). The total number of “Ever-ELs” at the school has increased by 39 students over the last five years. On average, RFEP students account for approximately 68% of the total “Ever-EL” population and approximately 6% of the total “EverELs” have been English Learners for less than three years.

Chapter II n PAGE 75

Table 70: “Ever-ELs” by Years as EL and Reclassification (RFEP) Status English Learners Year

Total (Ever-EL)

R-FEP

EL 0-3 Years

EL 4-5 Years

EL 6+ Years

2019-2020

6.5

1.8

216

26.6

527

65.0

811

2018-2019

6.1

1.5

195

24.8

530

67.5

785

2017-2018

5.7

1.9

182

23.0

548

69.4

790

2016-2017

6.0

1.3

177

23.5

520

69.1

752

2015-2016

4.9

0.8

191

24.7

537

69.6

772

According to the CDE, the 2018–19 determinations of Long-Term English Learners (LTEL) and “AtRisk” of becoming LTEL (AR-LTEL) reflect a significant one-year increase in LTEL and AR-LTEL counts from previous years. These changes stem from having only one year of ELPAC data available in the 2017–18 academic year required for making LTEL and AR-LTEL determinations. Artesia High School has maintained an average of 15% LTEL from 2016 to 2020, disregarding the 2019 increase due to testing changes. The percentage of At-Risk ELs increased by 1% in 2018 then became constant through 2020.

Table 71: “At-Risk” and Long-Term English Learners (LTEL) English Learners Year

EL 0-3 Years

At-Risk 4-5 Years

LTEL 6+ Years

EL 4+ Years Not At-Risk or LTEL

EL Total

Total (Ever-EL)

RFEP

2019-2020

6.5

1.4

133

16.4

10.7

284

35.0

527

65.0

811

2018-2019

6.1

1.5

195

24.8

0.0

255

32.5

530

67.5

785

2017-2018

5.7

1.4

113

14.3

73.0

9.2

242

30.6

548

69.4

790

2016-2017

6.0

0.4

108

14.4

10.1

232

30.9

520

69.1

752

2015-2016

4.9

0.6

139

18.0

6.9

235

30.4

537

69.6

772

The initial 2020 ELPAC data indicates that 24 students were tested and received scores. Of the students tested, 25% of the students were designated as IFEP, 21% Intermediate EL, and 54% Novice EL. The IFEP and Intermediate EL groups performed better on Oral Language versus Written Language; however, the Novice EL group performed higher in Written Language.

Chapter II n PAGE 76

Table 72: ELPAC Initial 2019-2020 Number of Students Tested Year 2019-2020

Students Enrolled

Students Tested

Students Tested with Scores

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested.

Table 73: ELPAC Initial 2019-2020 Percentage of Students at Each Performance Level Initial Fluent English Proficient (IFEP)

Intermediate English Learner

Novice English Learner

Overall Performance

25.0

20.8

54.2

Oral Language

20.8

29.2

50.0

Written Language

12.5

16.7

70.8

The CDE has indicated that ELPAC scores for 2018–2019 should not be compared to scores from previous years as the thresholds have changed and the scores are not comparable.

Table 74: ELPAC Summative Number of Students Tested Year

Students Enrolled

Students Tested

Students Tested with Scores

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

2018-2019

241

223

2017-2018

N/A

186

N/A

Table 75: ELPAC Summative Mean Scale Scores Year

Overall Mean Scale Score

Oral Language Mean Scale Score

Written Language Mean Scale Score

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

2018-2019

1554

1546

1441

1566

N/A

1555

1551

1533

1587

N/A

1553

1541

1548

1545

N/A

2017-2018

1536

1545

1532

1553

N/A

1525

1546

1534

1560

N/A

1547

1544

1529

1545

N/A

Table 76: ELPAC Summative Overall Performance Scores by Percent Year

Level 4 9th

10th

2018-2019 27.7 31.4 10.3 19.4 24.7 25.3 20.0 32.9 32.3 26.5 33.7 24.3 29.2 35.5

2017-2018

28.5 19.7

ALL

9th

10th

11th

24.2 25.4 29.4 34.2

12th

ALL

9th

29.6 26.8

10th

11th

Level 1 ALL

12th

Level 2 12th

28.2 31.4

11th

Level 3

31.7

47.8

9th

10th

11th

12th

ALL

13.3 24.3 25.6 12.9 18.8 *

N/A 17.7

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested.

Chapter II n PAGE 77

Table 77: ELPAC Summative Oral Language Performance Scores by Percent Year

Level 4 9th

10th

11th

Level 3 12th

ALL

9th

10th

11th

Level 2 12th

Level 1

ALL

9th

10th

11th

12th

ALL

9th

11th

12th

ALL

2018-2019 39.8 41.4 28.2 32.3 37.2 25.3 20.0 38.5 45.2 28.7

21.7

17.1

12.8

16.1

17.9

13.3 21.4 20.5

6.5

16.1

2017-2018

15.5

N/A

11.8

N/A

12.9

36.6 45.1 34.2 52.2 40.3 33.8 21.6 46.3 47.8

10th

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested.

Table 78: ELPAC Summative Written Language Performance Scores by Percent Year

Level 4

Level 3 10th

10th

11th

12th

ALL

9th

12th

ALL

9th

10th

11th

2018-2019

3.6

10.0

7.7

0.0

5.8

32.5 24.3 18.0 12.9

24.7

30.1 28.6 38.5 45.2 33.2 33.7

37.1

35.9 41.9 36.3

2017-2018

15.5

N/A

22.6

10th

11th

Level 1

9th

9.68 29.6 25.5

11th

Level 2

21.6 36.6

12th

ALL

22.6 43.7 43.1

12th

51.2

ALL

45.2

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested.

Table 79: ELPAC Summative Percentage of Students by Listening Domain Year

Well Developed

Somewhat/Moderately

Beginning

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

2018-2019

7.2

10.0

2.6

12.9

8.1

72.3

61.4

51.3

54.8

62.8

20.5

28.6

46.2

32.3

29.2

2017-2018

43.1

33.3

32.4

33.3

63.4

56.5

42.5

29.6

23.5

24.2

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested.

Table 80: ELPAC Summative Percentage of Students by Speaking Domain Year

Well Developed

Somewhat/Moderately

Beginning

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

2018-2019

74.7

70.0

71.8

87.1

74.4

13.25

11.43

7.7

9.7

11.21

12.05

18.57

20.51

3.23

14.35

2017-2018

52.11

64.71

73.17

95.65

65.59

36.62

23.53

23.66

N/A

10.75

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested.

Chapter II n PAGE 78

Table 81: ELPAC Summative Percentage of Students by Reading Domain Year

Well Developed

Somewhat/Moderately

Beginning

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

2018-2019

9.6

15.7

10.3

0.0

10.3

50.6

42.86

41.0

41.94

45.29

39.76

41.43

48.72

58.06

44.39

2017-2018

21.13

14.0

32.39

31.37

28.49

46.48

54.9

80.49

56.52

57.53

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested.

Table 82: ELPAC Summative Percentage of Students by Writing Domain Year

Well Developed

Somewhat/Moderately

Beginning

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

9th

10th

11th

12th

ALL

2018-2019

7.2

10.0

2.6

3.23

6.7

77.11

64.29

79.5

87.1

74.89

15.66

25.71

18.0

9.68

18.39

2017-2018

23.35

29.41

22.0

56.34

54.9

75.61

78.26

62.9

18.3

15.05

An asterisk (*) is displayed instead of a number on test results where 10 or fewer students have tested. In both 2018 and 2019 the majority of students testing the ELPAC, approximately 90%, at Artesia High were classified as Economically Disadvantaged and 7% of the ELs tested were in the United States less than 12 months. Over 40% of the students tested each year were also classified as Special Education students.

Table 83: ELPAC Summative Classification of Students Tested Year

All Students Tested

Economically Disadvantaged

EL in the U.S. < 12 Months

EL in the U.S. > 12 Months

Special Education

Migrant

2018-2019

255

17.8

255

17.8

255

17.8

255

17.8

588

41.1

16.9

2017-2018

246

15.7

246

15.7

246

15.7

246

15.7

637

40.6

3.7

Chapter II n PAGE 79

Other Local Assessments: District Benchmarks Artesia High School has administered a district-wide Summative Benchmark for English 9, English 10, Math I, and Math II during the spring semester beginning in 2017. Math III and English 11 were asked to participate in two district benchmark exams per year, one per semester. Exams were assessed based on students mastering the standards and on how many questions they were able to answer correctly. In 2020, the district benchmarks were not administered due to the Coronavirus Pandemic. English 9 students at the school demonstrated improvement on the district benchmark exam each year it was administered, with more than 50% of the students scoring correctly on the exam and 39% mastering the standards by 2019.

Table 84: English 9 Summative Benchmark Results Year

# Tested

Avg. % Correct

Avg. % Mastered

2018-2019

263

53.5

38.8

2017-2018

328

50.5

32.0

2016-2017

291

49.4

28.9

Artesia High’s tenth grade English students increased the percentage correct on the district benchmark by 5% and the percentage mastered by 12% between 2017 to 2019.

Table 85: English 10 Summative Benchmark Results Year

# Tested

Avg. % Correct

Avg. % Mastered

2018-2019

290

56.7

45.5

2017-2018

290

49.0

30.7

2016-2017

286

51.5

33.6

Math I students, which consists of all freshmen at Artesia High School, demonstrated an 89% increase in mastery over the three-year period, reaching 12.1% in mastery of the standards.

Table 86: Math I Summative Benchmark Results Year

# Tested

Avg. % Correct

Avg. % Mastered

2018-2019

231

35.8

12.1

2017-2018

270

37.7

9.6

2016-2017

248

31.7

5.6

The number of students taking the district benchmark in Math II increased by almost 60 students in three years; however, the average percent correct on the exam remained constant, increasing by 1% each year. The average percent mastered on the benchmark increase by 5% over the same three-year period.

Chapter II n PAGE 80

Table 87: Math II Summative Benchmark Results Year

# Tested

Avg. % Correct

Avg. % Mastered

2018-2019

360

33.0

8.6

2017-2018

230

32.0

5.2

2016-2017

309

31.5

3.6

Beginning in 2018, English 11 administered one multiple choice exam per year and one writing assessment that was graded by the English Department; however, those grades were not shared district-wide.

Table 88: English 11 Benchmark Results Year

# Tested

Avg. % Correct

Avg. % Mastered

BM 1

BM 2

BM 1

BM 2

BM 1

BM 2

2018-2019

242

N/A

39.1

N/A

24.8

N/A

2017-2018

N/A

175

N/A

47.0

N/A

17.7

2016-2017

316

306

71.7

67.6

75.9

73.9

The number of students testing Math III at Artesia High increased by approximately 80 students between 2017 to 2019. During that period students decreased in both the percent correct and the percent mastered on the first benchmark; however, they showed an increase on both correctness and mastery on the second exam.

Table 89: Math III Benchmark Results Year

# Tested

Avg. % Correct

Avg. % Mastered

BM 1

BM 2

BM 1

BM 2

BM 1

BM 2

2018-2019

308

304

49.5

61.4

26.0

50.0

2017-2018

309

300

47.6

51.0

22.3

32.3

2016-2017

233

218

51.2

61.0

38.6

51.8

Chapter II n PAGE 81

Other Local Assessments: Report Card Analysis In the 2017-2018 school year, Artesia High changed from a traditional six period schedule for students to an eight period block schedule where students were enrolled in up to four courses per day; as a result, the total number of grades increased by almost 2500 grades in that year. Despite the increase in course grades, the percentage of students receiving a D or F grade began to decrease in 2018 for both semesters. Second semester of 2020 had no D or F grades due to the Coronavirus Pandemic. During that semester all students received either Credit (CR), No Credit (NC), or Incomplete (I) for their grades.

Table 90: Report Card D and F Grade Analysis Year

1st Semester

2nd Semester

Total Grades

# Grades D/F

% D/F

Total Grades

# Grades D/F

% D/F

2019-2020

9928

2210

22.3

N/A

2018-2019

9738

1746

17.9

9911

1836

18.5

2017-2018

10148

1982

19.5

10362

2208

21.3

2016-2017

7793

1548

19.9

7928

1644

20.7

Chapter II n PAGE 82

LCFF Priority 5 Pupil Engagement

Artesia High School continues to support student engagement on campus as evidenced by the school’s increase in graduation rate, low dropout rate, and completion of CTE Pathways by its graduates.

Graduation Data Artesia High’s cohort graduation rate has improved by 4% since 2017, producing a 98.4% graduation rate in 2020. Approximately 47% of the school’s graduates are meeting the UC/CSU requirements, an average of 14% of the graduates are earning a Seal of Biliteracy, and approximately 21% of the graduates have earned a Golden State Seal Merit Diploma since 2017.

Table 91: Cohort Graduates by Year Year

Cohort Students

Graduates Meeting UC/ Regular HS Cohort CSU Requirements Diploma Graduation Graduates Rate

Graduates Earning a Seal of Biliteracy

Graduates Earning a Golden State Seal Merit Diploma

2019-2020

304

299

98.4

144

47.4

12.7

19.7

2018-2019

293

289

98.6

140

47.8

17.6

25.3

2017-2018

333

322

96.7

130

39.0

11.7

18.0

2016-2017

320

303

94.7

157

49.1

13.8

21.9

The majority of Artesia High’s graduates in the cohort are Hispanic/Latino and account for 30% of the entire district’s Hispanic/Latino graduates; however, 7% more Hispanic/Latino students graduate at Artesia than in the district. The school’s lowest graduation rate is with the Asian population, 17 students that represent 5.8% of the cohort graduates at Artesia, and accounts for 4% of the district’s 25% Asian graduates. The school’s graduation rate for African American, Filipino, and white students has remained 100% in the 2020 cohort.

Chapter II n PAGE 83

Table 92: 2020 Four-Year Adjusted Cohort Graduates by Ethnicity (# students) for Artesia High School and ABC Unified School District Race / Ethnicity

Cohort Students

Regular HS Diploma Graduates

Graduates Cohort Meeting UC/CSU Graduation Rate Requirements

Graduates Earning a Seal of Biliteracy

Graduates Earning a Golden State Seal Merit Diploma

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

African American

143

137

100.0%

95.8%

Asian

396

386

94.1%

97.5%

309

125

193

Filipino

232

226

100.0%

97.4%

167

Hispanic/Latino

205

678

202

618

98.5%

91.2%

283

119

Pacific Islander

92.9%

White

100.0%

95.7%

An asterisk (*) is displayed instead of a number where 10 or fewer students are included. The percentage of Hispanic/Latino students at Artesia High School that graduate meeting the UC/ CSU requirements is 3% higher than the district. The school’s Hispanic and white graduates earn a Golden State Seal Merit Diploma higher than the district, by 3% and 21% respectively.

Table 93: 2020 Four-Year Adjusted Cohort Graduates by Ethnicity (percent) for Artesia High School and ABC Unified School District Race / Ethnicity

Cohort Students

Regular HS Diploma Graduates

Graduates Cohort Meeting UC/CSU Graduation Rate Requirements

Graduates Earning a Seal of Biliteracy

Graduates Earning a Golden State Seal Merit Diploma

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

African American

143

137

100.0%

95.8%

32.3%

51.1%

3.2%

11.7%

12.9%

19.7%

Asian

396

386

94.1%

97.5%

62.5%

80.1%

18.8%

32.4%

50.0%

Filipino

232

226

100.0%

97.4%

61.5%

73.9%

7.7%

20.4%

23.1%

33.6%

Hispanic/Latino

205

678

202

618

98.5%

91.2%

49.0%

45.8%

15.3%

19.3%

18.3%

15.4%

Pacific Islander

92.9%

46.2%

0.0%

15.4%

White

100.0%

95.7%

54.5%

52.3%

9.1%

45.5%

23.9%

An asterisk (*) is displayed instead of a number where 10 or fewer students are included.

Chapter II n PAGE 84

Hispanic/Latino Pacific Islander White

205 * 11

678 14 92

202 * 11

618 13 88

98.5% * 100.0%

91.2% 92.9% 95.7%

49.0% * 54.5%

45.8% 46.2% 52.3%

15.3% * 9.1%

19.3% 0.0% 9.1%

18.3% * 45.5%

15.4% 15.4% 23.9%

An asterisk (*) is displayed instead of a number where 10 or fewer students are included.

Approximately 60% of Artesia High’s graduates are classified as socioeconomically Approximately 60% of Artesia High’s graduates are classified as socioeconomically disadvantaged, disadvantaged, which accounts for 27% of the entire district’s graduates. Of the other subgroups which accounts for 27% of the entire district’s graduates. Of the other subgroups at the school, at the school, 15% of the graduates are English Learners, 14% are Migrant Education students, 15% of the graduates are English Learners, 14% are Migrant Education students, and 11% are and 11%students are students with disabilities. The English Learner graduates at Artesia represent 32% with disabilities. The English Learner graduates at Artesia represent 32% of the district’s of the district’s graduates, 64% of the Migrant Education graduates, and 27% of the students with graduates, 64% of the Migrant Education graduates, and 27% of the students with disabilities that disabilities that graduate from the ABC Unified School District. graduate from the ABC Unified School District. Table 94: 2020 Four-Year Adjusted Cohort Graduates by Subgroup (# students) for Table 94: Artesia 2020 Four-Year Adjusted Cohort Graduates by Subgroup (# students) High School and ABC Unified School District

for Artesia High School and ABC Unified School District Program Subgroup

English Learners

Cohort Students

Regular HS Diploma Graduates

Cohort Graduation Rate

Graduates Meeting UC/CSU Requirements

Graduates Earning a Seal of Biliteracy

Graduates Earning a Golden State Seal Merit Diploma

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

204

176

95.4%

86.3%

61.5%

62.5%

Foster Youth * 13 ACS WASC/CDE FOL 2019 Ed. SY 2020-21 * 32 Rev. 9/19 Homeless Youth Migrant Education

100.0%

91.8%

Students with Disabilities

183

146

95.9%

79.8%

Socioeconomically Disadvantaged

262

956

258

882

98.5%

92.3%

122

448

163

171

An asterisk (*) is displayed instead of a number where 10 or fewer students are included.

Chapter II n PAGE 85

At Artesia High, 47% of the Migrant Education students, 12% of the students with disabilities, and 47% of the students that socioeconomically disadvantaged included in the cohort graduates meet the UC/CSU requirements. Approximately 7% more Migrant Education students earn a Golden State Seal Merit Diploma than other Migrant Education graduates in the ABC Unified School District.

Table 95: 2020 Four-Year Adjusted Cohort Graduates by Subgroup (percent) for Artesia High School and ABC Unified School District Program Subgroup

Cohort Students

Regular HS Diploma Graduates

Cohort Graduation Rate

Graduates Meeting UC/CSU Requirements

Graduates Earning a Seal of Biliteracy

Graduates Earning a Golden State Seal Merit Diploma

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

Artesia

ABC USD

172

136

95.4%

86.3%

22.6%

26.1%

3.2%

9.1%

8.1%

8.5%

Foster Youth

61.5%

25.0%

0.0%

Homeless Youth

62.5%

30.0%

5.0%

20.0%

Migrant Education

100.0%

91.8%

46.8%

42.7%

16.1%

16.9%

22.6%

15.7%

Students with Disabilities

154

126

95.9%

79.8%

12.8%

12.3%

0.0%

0.7%

12.8%

12.3%

Socioeconomically Disadvantaged

262

916

258

825

98.5%

92.3%

47.3%

50.8%

13.2%

18.5%

19.0%

19.4%

English Learners

Artesia where High School Self-Study Report An asterisk (*) is displayed instead of a number 10 or ACS fewerWASC/CDE students are included.

Artesia High’s graduation rate indicators on the California Dashboard place all students, including

Artesia High’s graduation rate indicators on the California Dashboard place all students, the significant subgroups English Learners, socioeconomically disadvantaged, students with including the significant subgroups English Learners, socioeconomically disadvantaged, students disabilities, and Hispanic students, in the blue performance level. This category indicates that the with school disabilities, and Hispanic students, in the blue performance level. This category indicates is in the Very High status for graduation for all indicators. that the school is in the Very High status for graduation for all indicators. Chapter II n PAGE 86

Table 96: California Dashboard Graduation Rate Indicator for 2019

Student Group

Color

Status Level

Change Level

CURRENT STATUS 2018-19

Difference Number of between graduates in 2018-19 and the 2018-19 2017-18

Number of Number of Number of students in graduates in the students in the the 2018-19 2017-18 2017-18

PRIOR STATUS 2017-18

Table 96: California Dashboard Graduation Rate Indicator for 2019 Change Level

CURRENT STATUS - 2018-19 Graduation Rate

Difference between 2018-19 and 2017-18 graduation rate

Number of graduates in the 2018-19 graduation cohort

Number of students in the 2018-19 graduation cohort

Number of graduates in the 2017-18 graduation cohort

Number of students in the 2017-18 graduation cohort

PRIOR STATUS 2017-18 graduation rate

Student Group

Color

Status Level

All Students

Blue

Very High

Increased

98.70%

1.9%

293

297

328

339

96.8%

English Learners

Blue

Very High

Increased

98.20%

5.0%

93.2%

Foster Youth

None

N/A

0.0%

N/A

0.0%

Homeless

None

Very High

Increased

100.00%

8.3%

91.7%

Socioeconomically Disadvantaged

Blue

Very High

Increased

99.20%

2.6%

257

259

290

300

96.7%

Students with Disabilities

Blue

Very High

Increased

98.10%

7.4%

90.7%

African American

None

Very High

Increased

100.00%

3.9%

96.2%

Asian

None

Very High

Increased

100.00%

4.4%

95.7%

Filipino

None

Very High

Maintained

100.00%

0.0%

100.0%

Hispanic

Blue

Very High

Increased

98.10%

1.8%

201

205

232

241

96.3%

Native Hawaiian or Pacific Islander

None

N/A

0.0%

N/A

0.0%

White

None

N/A

0.0%

N/A

100.0%

Two or More Races

None

N/A

0.0%

N/A

0.0%

An asterisk (*) indicates that the n-size consists of less than 11 students, the minimum size for any reporting. The performance level (color) is not presented or included for accountability purposes when there are less than 30 students in the current or prior year.

Chapter II n PAGE 87

Dropout Rates Since 2015, Artesia High’s dropout rate has decreased by 0.1%; however, the dropout rate decreased by 50% between 2019 and 2020.

Table 97: Graduation and Dropout Rates Year

Total Graduates

Graduation Rate (%)

Special Ed Certification

GED Completers

Total Drop Outs

Drop Out Rate (%)

2019-2020

300

99.7

0.7

2018-2019

294

99.7

1.4

2017-2018

329

100.0

2016-2017

304

99.7

0.3

2015-2016

347

100.0

2014-2015

314

98.7

0.6

The school’s student dropouts have consistently come from the Hispanic/Latino ethnic group, averaging two students per year.

Table 98: Annual Adjusted Grade 9-12 Dropout Rates by Ethnicity Year

African American

Asian

Filipino

Hispanic/Latino

Pacific Islander

White

2019-2020

0.0

5.9

0.0

0.5

0.0

2018-2019

0.0

2.0

0.0

2017-2018

0.0

0.3

0.0

2016-2017

0.0

0.2

0.0

2015-2016

0.0

2014-2015

0.0

0.2

0.0

An asterisk (*) is displayed instead of a number where 10 or fewer students are included. Artesia High’s dropout students have all been included in one or more special program, with the majority coming out of the socioeconomically disadvantaged group.

Chapter II n PAGE 88

Table 99: Annual Adjusted Grade 9-12 Dropout Rates by Special Programs Year

Total Drop Outs

Drop Out Rate (%)

English Learners

Students with Disabilities

Socioeconomically Disadvantaged

2019-2020

0.7

2018-2019

1.4

2017-2018

2016-2017

0.3

2015-2016

2014-2015

0.6

Chronic Absenteeism The chronic absenteeism rate at Artesia High School has increased by 2% since 2017.

Table 100: Chronic Absenteeism Rate Year

Cumulative Enrollment

Chronic Absenteeism Eligible Enrollment

Chronic Absenteeism Count

Chronic Absenteeism Rate

2018-2019

1527

1486

230

15.5%

2017-2018

1606

1560

242

15.6%

2016-2017

1548

1471

198

13.5%

Artesia High School students have consistently averaged 10 days absent, with 45% of those absences being excused absences.

Table 101: Absenteeism by Reason Year

Eligible Cumulative Enrollment

Count of Students with One or More Absences

Average Days Absent

Excused Absences

Unexcused Absences

Out-of-School Suspension Absences

Incomplete Independent Study Absences

2018-2019

1486

1296

9.9

44.9%

52.3%

2.8%

0.0%

2017-2018

1560

1363

9.7

45.3%

52.3%

2.4%

0.0%

Chapter II n PAGE 89

Average Daily Rate of Attendance The Average Daily Rate of Attendance (ADA) at Artesia High has been 95% since 2015.

Table 102: Average Daily Rate of Attendance Year

Rate %

2019-2020

94.7

2018-2019

94.9

2017-2018

94.9

2016-2017

95.2

2015-2016

95.2

2014-2015

95.8

Artesia High’s ADA for all significant subgroups has remained constant since 2018.

Table 103: Average Daily Rate of Attendance by Significant Subgroup Year

Total Rate (%)

African American

Hispanic

English Learners

Socioeconomically Disadvantaged

Foster Youth

2019-2020

94.7

94.0

94.6

93.4

94.6

92.3

2018-2019

94.9

95.0

94.7

93.4

94.6

91.6

2017-2018

94.9

94.4

94.6

92.0

94.6

91.5

Chapter II n PAGE 90

LCFF Priority 6 School Climate

Artesia High School has created a student-based climate for curriculum and instruction that students surveyed feel addresses their needs for learning and safety. The school has demonstrated a reduction in suspensions, expulsions, and discipline referrals since the last WASC evaluation in 2015.

Suspension Rate Artesia High’s suspension rate has continually declined since 2016, decreasing by approximately 50% by 2019. The percentage of students suspended with one offense only has averaged 75% from 2015 to 2019. Of the students suspended, approximately 78% were suspended once and were not duplicate offenders.

Table 104: Suspension Rate Suspension Rate

Percent of Students Suspended with One Suspension

Percent of Students Suspended with Multiple Suspensions

Year

Cumulative Enrollment

Total Suspensions

Unduplicated Count of Students Suspended

2018-2019

1527

4.8%

74.3%

25.7%

2017-2018

1606

116

5.5%

79.8%

20.2%

2016-2017

1548

106

5.4%

78.3%

21.7%

2015-2016

1677

250

157

9.4%

68.2%

31.8%

2014-2015

1666

171

122

7.3%

74.6%

25.4%

The majority of serious offenses resulting in suspensions for students at Artesia High were violent incidents with no injuries; however, that number has decreased by approximately 72% since 2015. Defiance related suspensions decreased by 80% during the same time period.

Table 105: Suspensions by Most Serious Offenses Year

Cumulative Enrollment

Total Suspensions

Violent Incident (Injury)

Violent Incident (No Injury)

Weapons Possessions

Illicit Drug Related

Defiance Only

Other Reasons

2018-2019

1527

2017-2018

1606

116

2016-2017

1548

106

2015-2016

1677

250

120

2014-2015

1666

171

Chapter II n PAGE 91

According to the indicators on the California Dashboard, English Learner and students with disabilities showed a significant decline in suspensions in 2019 as compared to previous years. The socioeconomically disadvantaged group had the highest number of suspensions in 2019; however, the suspension rate declined from previous years. Overall, the students at Artesia High are in the medium (green) category for its suspension rate.

Table 106: California Dashboard Suspension Rate Indicator - 2019 Difference between 2018-19 and 2017-18 Suspension Rate

Number of Students Suspended in 2018-19

Number of Students Enrolled in 2018-19

Number of Students Suspended in 2017-18

Number of Students Enrolled in 2017-18

PRIOR STATUS 2017-18 Suspension Rate (rounded)

Student Group

Color

Status Level

Change Level

CURRENT STATUS - 2018-19 Suspension Rate

All Students

Green

Medium

Declined

4.8%

-0.7%

1,527

1,606

5.5%

English Learners

Yellow

High

Declined Significantly

6.1%

-3.6%

278

279

9.7%

Foster Youth

None

Very High

Declined

21.4%

-9.0%

30.4%

Homeless

None

Very High

Increased

21.4%

3.8%

17.6%

Socioeconomically Disadvantaged

Green

Medium

Declined

5.1%

-1.3%

1,190

1,283

6.4%

Students with Disabilities

Yellow

High

Declined Significantly

7.9%

-2.6%

317

306

10.5%

African American

Yellow

High

Declined

9.8%

-3.8%

133

162

13.6%

American Indian or Alaska Native

None

N/A

0.0%

N/A

0.0%

Asian

Blue

Very Low

Maintained

0.0%

Filipino

Green

Low

Declined

0.9%

-0.9%

116

1.7%

Hispanic

Yellow

Medium

Maintained

5.2%

0.0%

1,097

1,127

5.2%

Native Hawaiian or Pacific Islander

None

Very Low

Declined

0.0%

-15.0%

15.0%

White

Orange

Medium

Increased

3.7%

0.4%

3.3%

Two or More Races

None

Medium

Declined

3.4%

-0.9%

4.3%

Chapter II n PAGE 92

Expulsion Rate Since 2015, the expulsion rate at Artesia High School has been 0% with 0 expulsions each year through 2019.

Table 107: Expulsion Rate Year

Cumulative Enrollment

Total Expulsions

Unduplicated Count of Students Expelled

Expulsion Rate

2018-2019

1527

2017-2018

1606

2016-2017

1548

2015-2016

1677

2014-2015

1666

Discipline Referrals Artesia High School has seen a decrease in discipline referrals by approximately 72% since 2015. All grade levels and genders have shown a significant decrease in the number of referrals issued from the school. The ninth and tenth grade students receiving referrals decreased by approximately 80%, eleventh grade referrals decreased by almost 70%, and twelfth grade referrals decreased by almost 60% from 2015 to 2020. Both male and female referrals decreased by approximately 70% during that period as well.

Table 108: Discipline Referrals Year

9th

10th

11th

12th

Female

Male

Total

2019-2020

334

245

215

149

419

643

1053

2018-2019

341

294

269

142

371

675

1046

2017-2018

405

400

348

228

539

842

1381

2016-2017

932

575

398

242

900

1247

2147

2015-2016

1211

1094

483

317

1023

2082

3105

2014-2015

1610

1103

685

384

1301

2481

3782

Chapter II n PAGE 93

California Healthy Kids Survey (CHKS) 2019 In 2019 Artesia High School administered and received responses on the California Healthy Kids Survey from 294 out of 356 ninth graders and 246 out of 322 eleventh graders. Ninth graders had an 83% response rate and eleventh graders had a 76% response rate. The survey was administered by the school to gauge school connectedness and a sense of safety on campus. Of the students surveyed on the key indicators of school climate, 50% of ninth graders and 44% of eleventh graders agreed or strongly agreed with feeling a connectedness to the school; additionally, 70% of ninth and 62% of eleventh graders agreed or strongly agreed that the school provides academic motivation. The students that were surveyed found it to be “pretty much true” or “very much true” that the school has caring adult relationships, high expectations, and meaningful participation. Approximately 49% of ninth graders and 41% of eleventh graders perceived the school as very safe or safe.

Table 109: CHKS Key Indicators of School Climate and Student Well-Being Grade 9 %

Grade 11 %

School connectedness†

Academic motivation†

Chronic truancy (twice a month or more often)§

Caring adult relationships

Facilities upkeep†

Parent involvement in school†

Had mean rumors or lies spread about you§

Been afraid of being beaten up§

Been in a physical fight

School Engagement and Supports

‡

High expectations‡ Meaningful participation

‡

School Safety School perceived as very safe or safe Experienced any harassment or bullying

Seen a weapon on campus§ Notes: † Average percent of respondents reporting “Agree” or “Strongly agree.” ‡ Average percent of respondents reporting “Pretty much true” or “Very much true.” § Past 12 months. ¶ Past 30 days.

According to the CHKS, 69% of ninth graders and 61% of eleventh graders admitted to skipping school or cutting classes zero time, and only 15% and 18% respectively skipped or cut school one to two times during a twelve-month period.

Chapter II n PAGE 94

Table 110: CHKS – Truancy, Last 12 Months Question: During the past 12 months, about how many times did you skip school or cut classes?

Grade 9 %

Grade 11 %

0 times

1-2 times

A few times

Once a month

Twice a month

Once a week

More than once a week

Students surveyed that were absent were asked if they missed school for a variety of reasons over the 30-day period prior to taking the survey. Approximately 53% of Artesia High’s ninth grade students surveyed and 45% of the eleventh graders surveyed stated that they did not miss any school during that period; however, the reason that students with absences in both grades indicated as a reason for absences was illness.

Table 111: CHKS – Reasons for Absences, Past 30 Days Question: In the past 30 days, did you miss a day of school for any of the following reasons?

Grade 9 %

Grade 11 %

Does not apply; I didn’t miss any school

Illness (feeling physically sick), including problems with breathing or your teeth

Were being bullied or mistreated at school

Felt very sad, hopeless, anxious, stressed, or angry

Didn’t get enough sleep

Didn’t feel safe at school or going to and from school

Had to take care of or help a family member or friend

Wanted to spend time with friends

Used alcohol or drugs

Were behind in schoolwork or weren’t prepared for a test or class assignment

Were bored or uninterested in school

Had no transportation to school

Other reason

Chapter II n PAGE 95

The students surveyed at Artesia High indicated that 50% of ninth graders and 44% of eleventh graders agreed or strongly agreed with feeling a connectedness to the school, with approximately 55% of both grades feeling a moderate connectedness. The average percentage of students reporting to agree or strongly agree with feeling academically motivated was 70 for ninth grade and 62 for eleventh grade, with 47% of those students indicated their motivation as moderate. Students at the school in ninth grade indicated that 41% of the students felt there was high parental involvement at the school; whereas, 51% of the eleventh graders felt there was moderate parental involvement.

Table 112: CHKS – School Connectedness, Academic Motivation, and Parental Involvement in School Grade 9 %

Grade 11 %

Average reporting “Agree” or “Strongly agree”

High

Moderate

Low

Average reporting “Agree” or “Strongly agree”

High

Moderate

Low

Average reporting “Agree” or “Strongly agree”

High

Moderate

Low

School connectedness

Academic motivation

Notes: Respondents were categorized as being “High,” “Moderate,” and “Low” based on the averages of the questions that comprise each scale. The response options for the survey questions that make up each scale range from “Strongly disagree” (1), “Disagree” (2), “Neither disagree nor agree” (3), “Agree” (4), and “Strongly agree” (5).

The majority of ninth and eleventh graders surveyed at Artesia High School agreed that they feel close with people at the school, that teachers treat students fairly, and that they feel safe at school.

Chapter II n PAGE 96

Table 113: CHKS – School Connectedness Scale Questions School Question: How strongly do you agree or disagree with the following statements? I feel close to people at this school. I am happy to be at this school. I feel like I am part of this school. The teachers at this school treat students fairly. I feel safe in my school. Grade 9 %

Grade 11 %

Strongly disagree

Disagree

Neither disagree nor agree

Agree

Strongly agree

Strongly disagree

Disagree

Neither disagree nor agree

Agree

Strongly agree

Strongly disagree

Disagree

Neither disagree nor agree

Agree

Strongly agree

Strongly disagree

Disagree

Neither disagree nor agree

Agree

Strongly agree

Strongly disagree

Disagree

Neither disagree nor agree

Agree

Strongly agree

School connectedness Average reporting “Agree” or “Strongly agree” I feel close to people at this school.

I am happy to be at this school.

I feel like I am part of this school.

The teachers at this school treat students fairly.

I feel safe in my school.

Chapter II n PAGE 97

Student Participation in Co- and Extra-Curricular Activities Artesia High School offers a variety of 30 clubs, 24 sport options, and of additional groups that are designed to meet the varying needs and desires of students on campus. Clubs are created at the request of students and are overseen by various staff members on campus. Meetings for all organizations are held at lunch or after school based on the group or student requests.

Table 114: Student Clubs, Organizations, and Athletic Options at Artesia High School Clubs/Organization

Athletics

Other

Anime Club

Baseball

ACT (Artesia Choreography Team)

Boys Basketball

ATV (Artesia Television)

Boys Cross Country

Casa Youth Shelter

Boys Soccer

Jazz Band

Boys Swimming

Marching Band

Boys Tennis

Symphonic Band

Debate Club

Boys Track and Field

Unicef Aid

Drama Club

Boys Volleyball

Yearbook

Dungeons and Dragons Club

Boys Water Polo

Art Club ASB Black Student Union Calculus Club CSF/NHS

Environmental Club

Boys Wrestling

Esports Club

Cheer (Pep Squad)

Filipino Club

Color Guard

Freshman Class Gaming Club

Football Girls Basketball

Guitar Club

Girls Cross Country

Junior Class

Girls Soccer

Key Club

Girls Swimming

MAAP

Girls Tennis

MeCHA

Girls Track and Field

MESA

Girls Volleyball

Needlepoint Club

Girls Water Polo

PLTW Engineering

Girls Wrestling

Polynesian Club

Golf

Red Cross Club

Softball

Renaissance Robotics Club Senior Class Smash Brothers Club Sophomore Class Travel Club

Chapter II n PAGE 98

LCFF Priority 7

Access to a Broad Course of Study

Artesia High School has diligently worked to create courses that prepare students for college and career readiness; as a result, all courses offered at the school are now a-g approved. The Assistant Principal of Curriculum, Roselia Gomez, is responsible for overseeing and maintaining all course approvals at the school.

College and Career Survey All graduating seniors at Artesia High are administered a post enrollment survey regarding their plans after graduation. This survey is designed and administered by staff members who work in the school’s Student Union for the purpose of helping students develop a career plan after leaving the school. The majority of graduates at Artesia High, 69%, have indicated plans to attend a two-year college or university, a 15% increase from 2015.

Table 115: Post Enrollment Survey Data for Graduating Seniors Student Plan

2015

2016

2017

2018

2019

2020

Four-Year College or University

29.6

101

28.1

114

37.4

104

32.1

29.7

26.4

Two-Year College or University

163

53.1

192

53.5

167

54.8

198

61.1

201

67.9

208

68.6

Trade or Vocational School

3.9

1.9

2.0

0.9

1.0

Military

6.2

6.1

2.0

2.5

0.7

2.3

Employment

4.9

3.3

1.6

1.5

0.7

1.3

Undecided

2.3

7.0

2.3

1.9

0.0

Chapter II n PAGE 99

CA Dashboard College and Career Indicators (CCI) on College Readiness The percentage of students at Artesia High School deemed prepared for college and/or careers by the dashboard indicators has increased each year such that 48.5% of all students were considered to be prepared in 2019. The largest subgroup, Hispanic students, continued to increase throughout that time period as well. African American students showed a 50% decrease in preparedness from 2017 to 2018; however, the group increased by 10% the following year.

Table 116: Percentage of Students by CCI Level for each Ethnicity All Students Year

African American

Asian

Filipino

Hispanic

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

2018-2019 48.5%

25.9%

25.6%

26.7%

30.0%

43.3%

72.2%

16.7%

11.1%

63.0%

18.5%

47.5%

27.2%

25.2%

2017-2018

47.7%

23.1%

29.1%

16.0%

56.0%

28.0%

82.6%

17.4%

68.8%

18.8%

12.5%

45.3%

22.0%

32.6%

2016-2017

37.7%

35.4%

26.9%

33.3%

46.7%

20.0%

60.0%

20.0%

70.4%

25.9%

3.7%

32.8%

35.9%

31.3%

% Prepared

Over the three-year period on the dashboard, all of Artesia High’s special program groups have shown an increase in preparedness according to the college and career indicators. English Learners increased preparedness by 10%, socioeconomically disadvantaged students increased by 12%, students with disabilities increased by 8%, and homeless students increased by 10%.

Table 117: Percentage of Students by CCI Level for each Special Program All Students Year

English Learners

Socio-economic Disadvantaged

Students with Disabilities

Homeless Students

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

% Prepared

% Approaching Prepared

% Not Prepared

2018-2019 48.5%

25.9%

25.6%

28.3%

34.0%

37.7%

47.1%

27.1%

25.9%

16.0%

32.0%

52.0%

18.2%

27.3%

54.5%

2017-2018

47.7%

23.1%

29.1%

12.7%

32.7%

54.5%

46.3%

23.5%

30.3%

28.2%

71.8%

25.0%

33.3%

41.7%

2016-2017

37.7%

35.4%

26.9%

18.6%

39.0%

42.4%

34.7%

36.4%

28.9%

8.0%

57.3%

35.0%

7.7%

46.2%

46.3%

% Prepared

Students at Artesia High were able to meet the prepared level on the CCI through a-g completion and Smarter Balanced Assessments. CTE Pathway completion and the State Seal of Biliteracy were the second most influential contributors towards meeting the prepared level.

Chapter II n PAGE 100

Artesia High School ACS WASC/CDE Self-Study Report Artesia High School ACS WASC/CDE Self-Study Report

Table 118: 2019 CCI for How Students Met the Percent Prepared !"#$%&'& !"#$%&'& ()#"%* ()#"%* !"#$ !"#$

LEGEND for LEGEND Percent for Percent Prepared Prepared

!()#$%&'& !)"#$%&'& !+)#$%&'& !()#$%&'& +)#"%* !)"#$%&'& $""%* !+)#$%&'& )"#"%* )"#"%* +)#"%* $""%* !"%$ !"&$ !"'$ !"%$ !"&$ !"'$

All African Asian Students American All African Asian Students American ,-#+"% "#""% ,"#-"% ')) " '0 CTE Pathway ,-#+"% "#""% ,"#-"% Completion ')) " '0 CTE Pathway Completion !1(* !1$* !1(* ),#-"% !1().#,"% * !1$,+#)"% * !1( * Smarter '-" ', '+ ).#,"% ,+#)"% ),#-"% Balanced Smarter '-" ', '+ Assessment Balanced !1,* !1(* !1,* Assessment $)#0"% !1,$(#""% * !1(*"#""% !1, * '$+ " '( College Credit $(#""% "#""% $)#0"% Course '$+ " '( College Credit Measure Measure

Course

Advanced Placement Advanced

Placement

International Baccalaureate International Baccalaureate

!1$*

$/#""% !1$* '(+ $/#""%

$(#)"% !1$* '$ $(#)"%

'(+ !1$*

!1$*

"#""% " "#""%

-$#+"% '$$. -$#+"% '$$.

a-g Completion !10* ,)#/"% !10* ')$ State Seal of ,)#/"% Biliteracy ')$ State Seal of !1(* Biliteracy "#""% Leadership / !1(* " Military "#""% Leadership / Science " !1$* Military Science !1$*

,"#-"% !1$* '0 ,"#-"%

"#""% " "#""%

!1$*

+)#""% '. +)#""% '.

!1$*

!1,*

$(#)"% !1,* '$ $(#)"% '$

!1$*

"#""% !1$* " "#""% "

!1$*

!1(*

--#("% !1$ *

'$) --#("% '$)

!10*

"#""% " "#""%

!1$*

/(#,"% '$( /(#,"% '$(

!1$*

!10*

0.#("% !10* '. 0.#("% '.

!1(*

"#""% !1(* " "#""% "

!1$*

')" )(#$"% ')"

'( "#""% " "#""%

!1$*

/0#$"% '$. /0#$"% '$.

!1$*

!10*

)#/"% !10* '$ )#/"% '$

!1$*

"#""% !1$* " "#""% "

!1$*

"#""% " "#""%

!1$*

+/#("% '+. +/#("% '+.

!1$*

!10*

0(#+"% !10* '0$ 0(#+"% '0$

!1(*

"#""% !1(* " "#""% "

!1$*

"#""% " "#""%

..#+"% '$" ..#+"% '$"

!1$*

!1,*

0"#""% !1,* '. 0"#""% '.

!1(*

"#""% !1(* " "#""% "

!1$*

"#""% " "#""%

!1$*

!10*

-"#""% '/. -"#""% '/.

,-#,"% !10* '0. ,-#,"% '0.

!1(*

!1$*

"#""% " "#""% "

)"#""% !1$* '$ )"#""%

'$ !1$*

!1$*

""#""% "

!1$*

$(#)"% !1$* '$ $(#)"%

'$/

!1$*

"#""% !1( *

$)#-"% '$/ $)#-"%

!1$*

!1(*

!1$*

)"#""% !1(* '$ )"#""% '$

()#""% !1( * '( ()#""%

'$.

.#+"% !1(* '$ .#+"%

!1$*

'0 )"#""% '0

!1(*

!1$*

!1(*

)"#""% !1$ *

!1,* $,#,"% '$. $,#,"%

'(" !1$*

!1$*

)(#)"% '., )(#)"% '.,

!1,*

,,#,"% !1( * ') ,,#,"% !1(*

("#-"% !1$* '(" ("#-"%

!1(*

') ,,#,"% ')

'$( !1$*

$$#-"% !1$* '( $$#-"%

!1(*

,,#,"% !1$ *

!1(*

$(#)"% !1, * '$( $(#)"%

!1$*

!1(*

!1$*

)(#$"% !1( *

!1,*

$+#."% !10 * ', $+#."%

'0 !1(*

!1$*

'$ !1$*

!1$*

a-g Completion

!1$*

Students English Socio-economic Homeless Filipino Hispanic with Students Learners Students English Disadvantaged Socio-economic Homeless Disabilities Filipino Hispanic with Learners Disadvantaged Students $+#."% )"#""% .#+"% ,/#("% ()#""% Disabilities )"#""% ', '0'$ '0+ '( '$ $+#."% )"#""% .#+"% ,/#("% ()#""% )"#""% ', '0'$ '0+ '( '$

'$ !1(*

"#""% " "#""%

"#""% ""#""%

!1$*

,+#)"% ', ,+#)"% ',

!1$*

!1(*

!1$*

$(#)"% !1(* '$ $(#)"% '$ "#""% !1$* " "#""% " !1$*

!1(*

!1$*

)"#""% !1$* '$ )"#""% '$

!1(*

)"#""% !1(* '$ )"#""% '$

!1(*

"#""% " "#""% "

!1(*

!1$*

Students Meeting the UC a-g Requirements The number of Artesia High’s twelfth grade graduates that are meeting the CSU/UC Students Meeting the UC a-g Requirements requirements has increased by 35 students since 2015, representing 48.4% of the graduating The number of Artesia High’s twelfth grade graduates that are meeting the CSU/UC class. This percentage of increase of graduates meeting the CSU/UC requirements increased by requirements has increased by 35 students since 2015, representing 48.4% of the graduating 14.5% from 2015 to 2019. class. This percentage of increase of graduates meeting the CSU/UC requirements increased by 14.5% 119: from12th 2015Graders to 2019.Meeting CSU/UC Requirements Table

Table 119: 12th Graders Meeting CSU/UC Requirements ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19 Chapter ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

II n PAGE 101

Students Meeting the UC a-g Requirements The number of Artesia High’s twelfth grade graduates that are meeting the CSU/UC requirements has increased by 35 students since 2015, representing 48.4% of the graduating class. This percentage of increase of graduates meeting the CSU/UC requirements increased by 14.5% from 2015 to 2019.

Table 119: 12th Graders Meeting CSU/UC Requirements Year

# Grads

# Students Completing Courses

2018-2019

293

140

48.4

2017-2018

333

130

40.4

2016-2017

304

157

51.6

2015-2016

347

111

32.0

2014-2015

310

105

33.9

In 2015, there were no English Learners at Artesia High meeting the a-g requirements; however, by 2019, 13% of the EL graduates met the requirement. The socioeconomically disadvantaged graduates increased meeting the a-g requirements by 22.7% from 2015 to 2019 indicating 45.6% of the students meeting the requirement.

Table 120: Students Meeting the a-g Requirements by Special Program Students Meeting a-g

Year

Total

# Met

Socioeconomically Disadvantaged

English Learners Total

% Met

# Met

Total

# Met

Foster Youth

% Met

Total

% Met

# Met

2018-2019 293

140

48.4

12.9

226

103

45.6

2017-2018 333

130

40.4

8.3

264

101

38.3

100.0

2016-2017 304

157

51.6

239

117

49.0

2015-2016 347

111

32.0

263

30.8

2014-2015 310

105

33.9

236

22.9

Artesia High School graduates enrolled in college at a rate of 54.1% in 2018. Of the students graduating and meeting the a-g requirements in 2018, the college-going rates for graduates was 79%, a 1% increase from 2015. Graduates that did not meet the a-g requirements attended college at a rate of 38%, a 5% decrease from 2015 to 2018.

Chapter II n PAGE 102

Table 121: Graduate College-Going Rates Year

High School Completers

High School Completers Enrolled In College

CollegeGoing Rate

Enrolled In College (In-State)

Enrolled In College (Out-of-State)

No Record of College Enrollment

2017-2018

329

178

54.1%

51.4%

2.7%

45.9%

2016-2017

304

194

63.8%

62.2%

1.6%

36.2%

2015-2016

347

151

43.5%

40.9%

2.6%

56.5%

2014-2015

314

175

55.7%

53.5%

2.2%

44.3%

Table 122: Graduate College-Going Rates for a-g Completers Year

High School Completers

High School Completers Enrolled In College

CollegeGoing Rate

Enrolled In College (In-State)

Enrolled In College (Out-of-State)

No Record of College Enrollment

2017-2018

131

103

78.6%

71.8%

6.9%

21.4%

2016-2017

157

122

77.7%

74.5%

3.2%

22.3%

2015-2016

116

69.0%

63.8%

5.2%

31.0%

2014-2015

116

77.6%

74.1%

3.4%

22.4%

Table 123: Graduate College-Going Rates for Non a-g Completers Year

High School Completers

High School Completers Enrolled In College

CollegeGoing Rate

Enrolled In College (In-State)

Enrolled In College (Out-of-State)

No Record of College Enrollment

2017-2018

198

37.9%

0.0%

62.1%

2016-2017

147

49.0%

0.0%

51.0%

2015-2016

230

30.4%

29.1%

1.3%

69.6%

2014-2015

198

42.9%

41.4%

1.5%

57.1%

Artesia High School’s CTE Pathway completion rate for graduates has increased to approximately 40% in 2019, a 32% increase from 2017. The socioeconomically disadvantaged graduates accounted for 30% of CTE completers in 2019.

Chapter II n PAGE 103

Table 124: Cohort Graduates Completing CTE Pathways by Year and Subgroup Year

Socioeconomically Disadvantaged

CTE Completers

Cohort Graduates

English Learners

Foster Youth

2018-2019

293

116

39.6

30.4

4.1

0.3

2017-2018

333

16.5

14.1

1.5

0.0

2016-2017

320

8.4

6.6

1.3

0.0

2015-2016

347

122

35.2

25.9

6.3

0.0

The percentage of AVID graduates meeting the a-g requirements increased from 2015 by 11% such that 69% of twelfth grade AVID graduates met the a-g requirements in 2019. The majority of graduates in the AVID program maintained a GPA greater than 3.0 by graduation and 85% of those graduates were socioeconomically disadvantaged.

Table 125: AVID Graduates Meeting a-g Requirements by Year Year

Total Students

Graduates

Meeting a-g

English Learner

Socioeconomically Disadvantaged

Foster Students

> 3.0 GPA

2.5 - 2.99 GPA

2.0 - 2.4 GPA

< 2.0 GPA

2018-2019

2017-2018

2016-2017

2015-2016

2014-2015

Chapter II n PAGE 104

LCFF Priority 8

Other Pupil Outcomes

Artesia High School receives funding from the district, Title I, and from grants.

Table 126: School Budget Resources Allocation

Resource Description

2019-2020

2020-2021

140,375

126,338

90%

Title I Parent Intervention

1,899

1,709

90%

Visual & Performing Arts (VAPA)

30,000

15,000

50%

Supplemental / Concentration Grant

499,483

474,509

95%

General Fund / LCFF Base Grant

231,281

237,912

100%

Total

903,038

855,467

Low Performing Students Block Grant (LPSBG) Title I

Table 127: School Budget Allocations including Title I Allocations

Low-Performing Students Block Grant (LPSBG) 75100.0

Title I 30100.0

Title I Parent Invl 30101.0

Visual & Performing Arts (VAPA) 01527.0

Supplemental Grant (LCAP) 01530.0

LCFF Base Grant 00000.0

TOTALS

PY Carry Over

148

49,816

2,163

129,998

3,293

185,427

Adjustments

30,000

Adjusted Carry Over

148

49,816

2,163

159,998

3,293

215,427

Current Year Allocation

126,338

1,709

15,000

474,509

237,912

855,467

Total Available

148

176,154

3,872

15,009

634,507

241,205

1,070,894

Amount Expended to Date

7,295

7,376

14,671

Amount Encumbered to Date

68,857

137,790

206,647

Remaining Balance

148

176,154

3,872

15,009

558,355

96,039

849,577

23,459

20,989

51,203

Labor Expended to Date

6,755

Labor Encumbered to Date

162,961

61,774

224,734

Available Balance

148

169,399

3,872

15,009

371,936

13,276

573,639

Chapter II n PAGE 105

Table 128: Measure BB Allocations Shade Shelter

$142,000

Drop Off Lane Construction

Restroom Renovation

$610,871

Office Renovation

$907,500

Portable Replacement

$844,800

Media Center / Renovate Science Wing

$5,804,000

New/Renovate MPR Building

$3,627,500

Classroom Finishes

$3,388,000

Classroom Furniture

$844,800

Campus Technology

$2,600,000

Campus Security

$2,045,450

Campus Total

$20,814,921

Chapter II n PAGE 106

Perception Data: At the school’s Report Card Night and during homeroom, 1125 students were administered a survey on their perceptions of the school. At Report Card Night, 129 submitted responses for the Parent/ Guardian Survey. Teachers were emailed a link and given time at staff meetings to complete a survey on their perceptions of Artesia High School. There were 67 teachers that responded to the survey.

2019-2020 Student Survey Based on the student survey results, the majority of students feel safe on campus, with 56% agreeing or strongly agreeing and 37% feel neutral about campus safety. Students do not, however, feel that rules are fairly and consistently enforced with approximately 35% of the students disagreeing and 36% feeling neutral on the issue of rule enforcement. The majority of students feel their different backgrounds are respected by other students (57%), that they are respected by their teachers (65%), and respected by administrators (61%) on the Artesia High Campus. Two-thirds of all students surveyed agreed or strongly agreed that teachers regularly use technology in the classroom and that they also use technology to complete class projects and assignments. Three-fourths of the students surveyed indicated that they are aware of the a-g requirements for graduation and that their counselor helps them select courses that prepare them for college. Approximately 57% of the students stated that they have taken an AP course at Artesia High. Of the students surveyed, approximately 70% are aware of the resources available on-campus to provide them with academic support, can get tutoring when needed, and have access to staff members that listen and help with academic concerns. Students also agreed that communication and critical thinking skills are regularly used in their classrooms. Students at the school also agree that having a block schedule has allowed them to improve time management skills (69%) and to take more elective/credit recovery courses (73%).

Table 132: 2019-2020 Student Survey Questions 1

I feel safe on campus.

Artesia's campus is clean and well maintained.

The school rules are enforced fairly and consistently.

I participate in an activity, sport, or club on campus.

Students are accepting of students from different backgrounds and cultures.

I feel respected by other students.

I feel respected by the teachers.

I feel respected by the administrators.

I access AERIES to check my progress including grades.

My teachers regularly use technology in the classroom in their lessons.

I use technology to complete class assignments and projects.

Chapter II n PAGE 107

I have daily access to the internet outside of school.

I have a clear understanding of the graduation & A-G requirements.

My counselor assists me in choosing classes that prepare me for college.

I take advantage of the resources available to me through the Student Union/College and Career Center.

Classes available are relevant and prepare me for future success.

I am aware of options available to me after high school.

I have adequate access to AP/honors classes.

I have taken at least one AP/ Honors class

I have adequate access to elective classes.

I will complete a Career Technical Education (CTE) Pathway.

I feel prepared to learn a trade so I can get a good job right after high school.

I am aware of resources available to me on campus for academic support.

I can get tutoring when needed.

I can see a counselor when needed.

There are staff/faculty members who will listen and help me with academic concerns.

The school is effective in helping develop skills for real-life situations.

I often complete my assigned work in class.

I feel my classes are too challenging.

I feel my classes are not challenging enough.

My teachers regularly use different instructional strategies to address the learning needs of the students.

The classes I take develop my skills in reading and reading comprehension.

The classes I take develop my writing skills including writing a well-organized essay.

Critical thinking skills (ex. problem solving, analyzing, evaluating, reflecting, etc.) are regularly used in my classes.

Communication skills (ex. collaborative work, presentations, academic writing) are emphasized in my classes.

I have a positive relationship with at least one teacher.

Most teachers have good classroom management.

Most students in my classes are engaged in classroom activities.

Teachers use a variety of assessment tools to evaluate my progress (tests, projects, presentations, quizzes, essays).

Teachers review material before and after assessments.

I know beforehand the standards/expected performance levels for each lesson.

Block schedule has improved my time management skills.

Block schedule has allowed me to take more elective and/or credit recovery classes.

Chapter II n PAGE 108

Artesia High School ACS WASC/CDE Self-Study Report

Table 133: 133: 2019-2020 Student Survey Responses Table 2019-2020 Student Survey Responses 1.

10.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

Chapter II n PAGE 109

Artesia High School ACS WASC/CDE Self-Study Report

10.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

11.

12.

13.

14.

15.

16.

17.

18.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19 Chapter

II n PAGE 110

Artesia High School ACS WASC/CDE Self-Study Report

17.

18.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

19.

20.

21.

22.

23.

24.

25.

26.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Chapter Rev. 9/19

II n PAGE 111

Artesia High School ACS WASC/CDE Self-Study Report

25.

26.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

27.

28.

29.

30.

31.

32.

33.

34.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

Chapter II n PAGE 112

Artesia High School ACS WASC/CDE Self-Study Report

33.

34.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

35.

36.

37.

38.

39.

40.

41.

42.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

Chapter II n PAGE 113

Artesia High School ACS WASC/CDE Self-Study Report

41.

42.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

43.

2019-2020 Parent Survey According to the parents surveyed, more than 80% feel that the campus is well-maintained and welcoming to them, with administrators, counselors, and teachers available whenever needed. More than 90% of the parents surveyed regularly check their student’s progress and grades through the AERIES system. Parents also agreed that administrators, teachers, and staff have According to the parents surveyed, more than 80% feel that the campus is well-maintained and high expectations for the students (82%) and 86% of the parents surveyed also agreed that their welcoming to them, with administrators, counselors, and teachers available whenever needed. student has at least one adult at Artesia that supports them. More than 80% of parents also More than 90% of the parents surveyed regularly check their student’s progress and grades agreed that their student is able to take not only the necessary courses to graduate, but the through the AERIES system. Parents also agreed that administrators, teachers, and staff have high necessary courses to attend a four-year university; thus, parents agreed by 83% that their student expectations for the students (82%) and 86% of the parents surveyed also agreed that their student is receiving a quality education that will prepare him or her for college or career readiness after has at least one adult at Artesia that supports them. More than 80% of parents also agreed that high school. Overall, 80% of parents feel that their student has had a good experience at Artesia their student is able to take not only the necessary courses to graduate, but the necessary courses High School.

2019-2020 Parent Survey

to attend a four-year university; thus, parents agreed by 83% that their student is receiving a quality education that will prepare him or her for college or career readiness after high school. Overall, 80% of parents feel that Parent their student has had a good experience at Artesia High School. Table 134: 2019-2020 Survey Questions

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19 Chapter

II n PAGE 114

Artesia High School ACS WASC/CDE Self-Study Report

Table 134: 2019-2020 Parent Survey Questions 1

1 Artesia's campus is clean and well maintained.

Artesia's campus is clean and well maintained. is welcoming to parents and guardians. 2 Artesia

Parents/Guardian are encouraged to take an active role at Artesia High Artesia is welcoming to parents and guardians. 3

Parents/Guardian are encouraged to take an active role at Artesia High School.

4 5 6 7 8 9 10

School.

4 Administrators (including Counselors) are supportive and available to me. Administrators5(including Counselors) are supportive and available to me. Teachers are supportive and available to me. how to access 6 I knowand Teachers are supportive available to me.my student's grades through AERIES. 7 I use AERIES to check my student's progress. I know how to access my student's grades through AERIES. 8 My student has a computer with internet access available to them. I use AERIES to my student's My student doesprogress. homework regularly. 9 check Administrators, teachers, stafftohave 10a computer with internet accessand My student has available them.high expectations for my student. My student has at least one adult at Artesia that supports them. 11 homework My student does regularly. 12 My student is able to take the courses he or she needs in order to graduate. Administrators, teachers, and staff have high expectations for my student.

My student is able to take the courses he or she needs in order to attend a

My student has atfour-year least one adult at Artesia that supports them. university.

My student is14 able to take the courses he or she needs in order to graduate.

13 14 15 16 17 18 19

My student has improved their time management skills as a result of block schedule. My student is ableMy to take the courses he orable she to needs order to attend aclasses four-yearand/or university. student has been takein more elective credit 15 recovery classes as a result skills of block schedule. My student has improved their time management as a result of block schedule. My student is receiving a quality education that will prepare him or her for My student has 16been able to take more elective classes and/or credit recovery classes as a result of block schedule. college or career readiness after high school. My student is17 receiving qualityschedule education is that will prepare her for college or career readiness after high school. I feel ablock beneficial tohim myorstudent. I feeltomy 18 Overall, I feel block schedule is beneficial mystudent student. is safe at Artesia High School. Overall, I feel that my student has had a good experience at Artesia High Overall, I feel19 my student is safe at Artesia High School. School. Overall, I feel that my student has had a good experience at Artesia High School.

Table 135: 135: 2019-2020 Parent Survey Responses Table 2019-2020 Parent Survey Responses 1.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19 Chapter

II n PAGE 115

Artesia High School ACS WASC/CDE Self-Study Report

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

10.

11.

12.

13.

14.

15.

16.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19 Chapter

II n PAGE 116

Artesia High School ACS WASC/CDE Self-Study Report

15.

16.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

17.

18.

19.

2019-2020 Teacher Survey More than 85% of the teachers surveyed felt that they were aware of the school’s mission, vision, and code of conduct. Concerning the Artesia High’s administration, 92% of teachers surveyed agreed that administrators are visible and make themselves available to students, 83% agreed that administrators are visible and make themselves available to teachers, and 86% agreed that the More than 85% of the teachers surveyed felt that they were aware of the school’s mission, vision, administration's expectations of them are clear regarding their job performance; however, only and code of conduct. Concerning the Artesia High’s administration, 92% of teachers surveyed 54% of the teachers agreed that administrators are fair and consistent in dealing with student agreed that administrators are visible and make themselves available to students, 83% agreed discipline. that administrators are visible and make themselves available to teachers, and 86% agreed that

2019-2020 Teacher Survey

the administration’s expectations of them are clear regarding their job performance; however, only More than 90% of the teachers surveyed agreed that they use interactive strategies in the 54% of the teachers agreed that administrators are fair and consistent in dealing with student classroom daily and regularly use different instructional strategies to address the various learning discipline.

needs of students. The majority of teachers also agreed that objectives are clearly posted daily

(83%), regularly integrate technology class assignments and projects to More than91% 90%agreed of thethat teachers surveyed agreed that theyinuse interactive strategies in the classroom enhance learning and and more than 90% also agreed that daily and regularly useengagement, different instructional strategies to address thecritical variousthinking learningand needs of communication skills are regularlyalso integrated lessons.are clearly posted daily (83%), 91% students. The majority of teachers agreedinto thattheir objectives agreed that regularly integrate technology in class assignments and projects to enhance learning Teachers were also regarding use data drive instructions; a result, 85% skills and engagement, andasked morequestions than 90% also agreed thattocritical thinking andas communication agreed that they regularly assessment data with their classes and 91% agreed that they use are regularly integrated intoreview their lessons. the data from both informal and formal assessments to modify future instruction. Approximately ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19 Chapter

II n PAGE 117

Teachers were also asked questions regarding using data to drive instruction; as a result, 85% agreed that they regularly review assessment data with their classes and 91% agreed that they use the data from both informal and formal assessments to modify future instruction. Approximately 97% of the teachers surveyed agreed that they regularly modify their lessons based on students’ diverse backgrounds and abilities and 91% agreed that they use strategies that help students set personal and academic goals.

Table 136: 2019-2020 Teacher Survey Questions 1

The school's vision and mission are clearly stated.

The campus rules and code of conduct are clearly stated.

Administrators are visible and make themselves available to students.

Administrators are visible and make themselves available to teachers.

Administrators are fair and consistent in dealing with student discipline.

The administration's expectations of me are clear regarding my job performance.

I have the tools and resources to do my job adequately.

My department's curriculum is aligned with its appropriate curricular standards.

I use interactive strategies in the classroom daily.

I regularly use different instructional strategies to address the various learning needs of my students.

I regularly integrate technology in class assignments and projects to enhance learning and engagement.

I clearly post and explain the objective (What, How, & Why) for the day's class lesson.

Critical thinking skills are regularly integrated into my lessons.

Communication skills are regularly integrated into my lessons.

I regularly integrate other subjects into my curriculum.

I use a variety of assessment tools to evaluate student progress (tests, projects, presentations, quizzes, essays).

I regularly review assessment data with my classes.

I use the data from both informal and formal assessments to modify future instruction.

I regularly modify my lessons based on my students’ diverse backgrounds and abilities.

I regularly use strategies that help students set personal and academic goals.

Overall, I have a good relationship with my students.

Students treat each other with respect.

Students actively use the Student Union/College and Career Center.

I am involved in the school planning process (ex. master schedule, Single Plan for Student Achievement, curricular planning, WASC, etc.).

Artesia demonstrates a commitment to its stakeholders (students, parents/guardians, community members, faculty/staff).

Artesia is a safe & clean campus

Block schedule is beneficial to my students.

Chapter II n PAGE 118

Artesia High School ACS WASC/CDE Self-Study Report

Table 137: 137: 2019-2020 Teacher Survey Responses Table 2019-2020 Teacher Survey Responses 1.

10.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

Chapter II n PAGE 119

Artesia High School ACS WASC/CDE Self-Study Report

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

Chapter II n PAGE 120

Artesia High School ACS WASC/CDE Self-Study Report

21.

22.

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Rev. 9/19

23.

24.

25.

26.

27.

Summary of Profile: Looking at all of the above data, Artesia High school has identified the following implications with respect to student performance: ! ! ! ! !

The need to increase proficiency in English, math and science on the CAASPP The need to increase EL reclassification and proficiency The need to address the African-American subgroup for all indicators The need to address SPED & EL needs due to an increase in the student population The need to address the learning gap that has grown even larger due to the Coronavirus Pandemic

ACS WASC/CDE FOL 2019 Ed. SY 2020-21 Chapter Rev. 9/19

II n PAGE 121

Summary of Profile: Looking at all of the above data, Artesia High school has identified the following implications with respect to student performance: nnThe need to increase proficiency in English, math and science on the CAASPP nnThe need to increase EL reclassification and proficiency nnThe need to address the African-American subgroup for all indicators nnThe need to address SPED & EL needs due to an increase in the student population nn The need to address the learning gap that has grown even larger due to the Coronavirus Pandemic nn The need to increase preparedness on the College and Career Indicators from the California Dashboard nnThe need increase the number of students taking AP tests nnThe need to decrease D and F percentages at semester grading periods Artesia High School’s three major preliminary student learner needs based on the data are: 1. I ncrease the Special Education, EL, and African American student populations’ performance on all dashboard indicators 2. Increase proficiency in English, math, and science on the CAASPP 3. Decrease the number of D and F grades Questions that the Focus Groups had after reviewing the data include: nnWhat supports can we put in place for the SPED and EL populations? nnWhat supports can we put in place for the African American students? nn What types of assistance and guidance can we implement in order to increase the school’s a-g completion rate? nn How can we increase the students’ college and career preparedness to increase the school’s college going rate? nn How can we increase dual enrollment and AP enrollment to help students receive college units?

Chapter II n PAGE 122

chapter

three

self-study findings

Category A

Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources

A1. Vision and Purpose Criterion

The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, the district Local Control and Accountability Plan (LCAP), and the belief that all students can achieve at high academic levels. Supported by the governing board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Indicators A1.1. Vision – Mission – Schoolwide Learner Outcomes – Profile: The school

has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, a belief that all students can learn and be college and career ready, and aligned with district goals for students.

A1.2. Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes: There are effective processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.

A1.3. Understanding of Vision, Mission, Schoolwide Learner Outcomes, District LCAP: Students, parents, and other members of the school and business community

demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes, and the district LCAP.

Chapter III n PAGE 123

Findings

Supporting Evidence

A1.1 Artesia High School has established clear and coherent nnSchool Website Vision and Mission Statements and Schoolwide Learner Outcomes (SLOs). They are reviewed annually and were updated in the fall of 2019. The staff collaboratively reviewed student grades, assessment data, development and affective needs, disciplinary trends, LCAP goals, along with revisiting graduation requirements with an increased focus on ever changing technological demands to develop critical learners. After analyzing the data and reviewing the new Vision, Mission, and Schoolwide Learner Outcomes, we found that they incorporated the 21st century skills and supported our commitment to prepare our students for post graduate life. 85.1% of teachers surveyed agreed that the “The school’s vision and mission are clearly stated.”

nnStudent Planner

A1.2 All school stakeholders were involved in the drafting and revision of the Vision, Mission, and Schoolwide Learner Outcomes. Drafts were shared via printed copies, email, and through google drive for stakeholders’ inputs and review. The school has a collaborative system in place to monitor implementation and to them as well. This process begins with the annual LCAP template and its revision via LCAP meetings. The document is then shared and revised at the leadership retreat and submitted to the district for approval. The SPSA is created by school administrators and presented to the staff annually. Once the school year begins, the revision and implementation process continues through the opening teacher meeting, LCAP meetings, School Site Council meetings, PTO meetings, ELAC meetings, staff and department meetings.

nnLCAP Meetings

A1.3 Students, parents, and members of the community are

nnSLO/Mission/Vision Posters nnWASC Focus Group Meetings nnStaff Meetings nnDepartment Meetings nnSPSA nnLCAP nnSchool Site Council Meeting nnPTO Meetings nnELAC Meetings nnSARC nnTeacher Survey nnParent Survey nnStudent Survey nnLeadership Retreat nnAdministrator Retreat nnSchool Profile nn Professional Development with Consultant Dennis Parker

nnEmail Communications

provided with opportunities to further understand the Vision, Mission and SLO’s. These school stakeholders are involved in the drafting and revision of the Vision, Mission and Schoolwide Learner Outcomes. During parent meetings, parents are trained on shared decision making and are presented with the final version of site LCAP goals to ensure compliance with our site’s Vision, Mission and Schoolwide Learner Outcomes. Artesia High School ensures that parents, students and other members of the community understand and are committed to the school’s Vision, Mission and Schoolwide Learner Outcomes by increasing access to the school and its staff.

Chapter III n PAGE 124

A2. Governance Criterion

The governing board (a) has policies and bylaws and the school’s purpose is aligned with them to support the achievement of the schoolwide learner outcomes, academic standards, and collegeand career-readiness standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan/SPSA and its relationship to the Local Control and Accountability Plan (LCAP).

Indicators A2.1. Understanding the Role of the Governing Board and District Administration: The school community understands the governing authority’s role, including

how stakeholders can be involved.

A2.2. Relationship between Governing Board and School: The school’s stakeholders understand the relationship between the governing board’s decisions, expectations, and initiatives that guide the work of the school. A2.3. Uniform Complaint Procedures: The school leadership understands and utilizes the Uniform Complaint Procedures from the district. Findings

A2.1

Supporting Evidence

Artesia High School’s stakeholders understand the governing authority’s role in how the school is run. ABCUSD follows all policies and procedures as established by Educational Code and Board Policy to ensure that the district and schools are run properly. The Superintendent regularly holds informational sessions for the board in regards to changes and updates to educational law, curriculum and school programs and services. The ABCUSD Board participates in professional development through school board associations and reviews and updates board policy as needed. Board meeting dates and information is available for all stakeholders and the community at large via the district website. Parents are invited to attend site and district meetings and join groups such as SSC, PTO, WASC focus groups, ELAC, and district parent leadership meetings. Parents are encouraged to expand their understanding of the school’s mission and vision, to participate in school governance, and to develop leadership skills.

nnDistrict Website nn Monday Message from the Superintendent

nnDistrict Student/Parent Handbook nn Board Meetings Agendas and Minutes nnBoard Policies and Regulations nnYouTube “ABC Stories” Channel nnCitizens Oversight Committee nnAeries Student Portal nnAeries Parent Portal nnUnion Weekly Chat nnUnion News Email nnDistrict Parent Leadership Academy nnPTO Meetings

Chapter III n PAGE 125

Findings

Supporting Evidence

A2.2 Artesia High School’s stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school. The ABCUSD Board fulfills its duty of developing board policies and monitoring their enforcement in order to provide clear direction, meet the diverse needs and to ensure the safety and well-being of all students. The superintendent ensures that the board is updated on progress monitoring and needed changes while presenting solutions and options for decision making. The stakeholders at Artesia High School understand and acknowledge the role of the board and partners with the district to align its efforts in ensuring academic achievement and meeting diverse needs while complying with legal mandates. The ABCUSD Board regularly schedules collaborative Strategic Planning meetings which include site administrators and representatives from all school sites. The Board also highly values and supports the Partnership: Administration & Labor (PAL) practices that have been developed which encourage collaboration and shared decision-making.

nnSSC Meetings nnELAC Meetings nnWASC Focus Groups nnUnion PAL/PAL II Events nnLCAP nnSPSA nn Aeries Communications by phone, email, text

nnFreshmen Orientation nnAHS Website nnUniform Complaint Procedures nnUniform Complaint Form

A2.3 Artesia High School leadership understands and utilizes the Uniform Complaint Procedures from the district. The ABC Unified School District has established a uniform complaint procedure throughout the district. Forms and procedures are available at all school sites as well as at district offices and the district website. Stakeholders are then informed of the process at both the school site and at the district office. Concerns that are brought forth are directed to the appropriate site/personnel for investigation. Reports are then generated and submitted to the district to adhere with the procedures set forth by the uniform complaint process. When needed, site administration will work with district personnel, parents and/or community members to resolve issues that arise. Additionally, Artesia High’s administrative team meets regularly to discuss questions and concerns that arise in order to coordinate efforts, ensure uniformity and align site practices to ensure adherence to Board Policy and Educational Code.

Chapter III n PAGE 126

A3. Leadership: Data-Informed Decision-Making and Continuous School Improvement Criterion

Based on multiple sources of data, the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes, academic standards, and college- and career-readiness standards. The school leadership and staff annually monitor and refine the schoolwide action plan/SPSA and make recommendations to modify the LCAP as needed.

Indicators A3.1. Broad-Based and Collaborative: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results and impact on student success.

A3.2. School Action Plan/SPSA Correlated to Student Learning: The school’s schoolwide action plan/SPSA is directly correlated to and driven by the analysis of student achievement data and other data and aligned with district LCAP.

A3.3. Collective Accountability to Support Learning: The school leadership and staff demonstrate shared decision-making, responsibility, and self-reflection on actions and accountability for implementing practices, programs, actions, and services that support student learning.

A3.4. Internal Communication and Planning: The school has effective existing structures for internal communication, planning, and resolving differences. Findings

A3.1

Supporting Evidence

Artesia High School undertakes a broad-based and collaborative planning process that is a continuous improvement cycle. This process complies with Educational Law and Board Policy requirements, along with seeking to strengthen our partnership with the community. This process is then used to update and revise Artesia’s LCAP and SPSA/Action Plan. Throughout the year commitment is fostered through site based advisory committees (LCAP, ELAC), curricular planning at the department level (bi-weekly meetings) and leadership team meetings. 81.4% of parents surveyed agree that “Parents are encouraged to take an active role at Artesia High School.”

nnLCAP nnSPSA nnELAC Meetings nnSSC Meetings nnPTO Meetings nnStaff Meetings nnDepartment Meetings nnLeadership Team Meetings nnAdministration Team Meetings

Chapter III n PAGE 127

Findings

Supporting Evidence

A3.2 Artesia High’s critical learner and career readiness needs, schoolwide learner outcomes, and academic and career readiness standards correlate to findings from our data analysis. LCAP assessment, discipline and attendance data is annually refreshed and analyzed for updating of the SPSA/Action Plan and to monitor our progress towards meeting established goals. Staff is informed of school, district, and state data at regular meetings. Staff meeting time is regularly devoted to data analysis, discussion, and comparison. Illuminate district benchmark data analysis for individual students allows for comparison within the same class, teacher or department. In response to data analysis, the site has implemented additional intervention systems to meet student needs including Academic Achievement Math Support class for juniors, TutorZone support class, Edmentum, and the Opportunity Program. The Student Union and Migrant Ed Program offer additional tutoring and homework support to assist with student academic achievement and career readiness. Multiple staff members in several departments have attended AVID training sessions and are encouraged to incorporate AVID strategies in curriculum courses. In order to address the identified needs of our LCAP and SPSA/Action Plan, the site uses gathered data to make informed decisions which address our established goals. Site decision making, expenditures, and resource allocation all adhere to LCAP goals and action plans. Aeries Parent and Student Portals are now available for parents and students to monitor progress, and contact counselors, teachers, or administrators regarding student achievement. The school has centralized its student intervention and support resources in the Student Union Media Center. This center now offers increased technology access, expanded tutoring availability and free printing for students. Math Intervention is also offered daily by the Math Department to provide additional tutoring after school for students. Grade level counselors meet one-on-one with parents and students every year and as needed or requested. Counselors make regular classroom visits and maintain consistent communication with teachers and parents to ensure adherence to our sites established goals.

nnBenchmark Data nnEmail Communication nnRemind Communication nnCAASPP Data nnELPAC Data nnD/F Data nnParent Survey nnTeacher Survey nnStudent Survey nn Professional Development with Consultant Dennis Parker

nnIlluminate Data nnAeries Reports nnEdmentum Data

Chapter III n PAGE 128

Findings

Supporting Evidence

A3.3 Artesia High School’s leadership and staff demonstrate

shared decision-making, responsibility, and self-reflection on actions and accountability for implementing practices, programs, actions, and services that support student learning. The school year planning begins with a collaborative site leadership retreat (at the end of the previous year) to review and establish goals for the upcoming school year. This meeting sets the foundation for the August administrative leadership retreat that is responsible for carrying out the goals set by the Leadership Team. The Opening Teacher Meeting serves as an orientation which involves data analysis and department and teacher goal setting. Administration meetings take place on a weekly basis and focus on ensuring that our site is addressing and working towards established goals. The site also carries out a monthly rotation of meetings with specific purposes to ensure focus and progress in addressing the site’s goals.

A3.4 Artesia High School uses a wide variety of methods for

internal communication, planning, and resolving differences with all stakeholders. A calendar of meetings is developed at the beginning of the school year. Faculty use a wide variety of communication methods on a daily basis that include phone calls, email, and Remind text messages. The site maintains a strong partnership with the union and its representatives in order to help resolve differences in a professional and cooperative manner.

Chapter III n PAGE 129

A4. Staff: Qualified and Professional Development Criterion

Qualified staff and leadership facilitate achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research.

Indicators A4.1. Qualifications and Preparation of Staff: The school has confidence in district and school procedures to ensure that leadership and staff are qualified based on staff background, training, and preparation. The processes to assign staff members and provide appropriate orientation for all assignments maximizes the expertise of the staff members in relation to impact on quality student learning.

A4.2. Professional Development and Learning: The school effectively supports

professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and the schoolwide learner outcomes.

A4.3. Measurable Effect of Professional Development on Student Learning:

There are effective processes in place to assess the measurable effect of professional development on teacher practice and the impact it has on student performance.

A4.4. Supervision and Evaluation: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. A4.5. Communication and Understanding of School Policies and Procedures:

The school implements a clear system to communicate administrator and faculty written policies, procedures, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

Chapter III n PAGE 130

Findings

Supporting Evidence

A4.1 Artesia High School has confidence in district and school procedures to ensure that leadership and staff are qualified. ABCUSD has established procedures to ensure that all employees are highly-qualified and fulfill the requirements of their position. Ongoing training and professional development is regularly offered to both keep up with academic requirements and meet diverse student needs. Staffing requirements are clear and candidates must meet those prior to interviewing. Qualifying candidate names are forwarded to sites once their information is vetted. Artesia High School, with the assistance of the district office, seeks to hire highly-qualified staff. Position assignments are carried out collaboratively with the respective department chairperson. New teachers will meet with department chairs and department members for site and department specific orientation. Additionally, those teachers who are new to the teaching profession are part of the BTSA (Beginning Teacher Support and Assessment) Induction program. Through BTSA, these teachers meet weekly with a Mentor teacher and receive support and guidance as they move towards their Clear Teaching Credential. General schoolwide practices and procedures are reviewed yearly at the opening teacher meeting. All teachers participate in department specific Strategic Schooling professional development at the beginning of each year. As part of this process, all teachers participate in yearly classroom walk-throughs to observe the implementation of best practices. Administrators regularly check in with new hires to ensure that they receive the support that they need through scheduled or impromptu meetings. Yearly assignments are then revisited through the master scheduling process which is representative, collaborative, and transparent. ABCUSD has established clear hiring policies and protocols which adhere to relevant labor law and Educational Code. The district Human Resources (HR) department provides specialized trainings to support site administrators in following the established hiring procedures and practices. The hiring of new staff is coordinated by the district office and site personnel will work within the established guidelines and procedures to ensure that highly-qualified staff is hired in a proper and fair manner.

nnBoard Policy nn District Professional

Development & Attendance

nn Wednesday Collaboration and Planning Time Forms

nn School Professional

Development & Attendance

nnNew Teacher Orientation nnBTSA Portfolio nnStudent Handbook nn District Human Resources Postings on EdJoin.org

nn Background/credential checking by Human Resources

nnNew Teacher Meetings nnOpening Teacher Meeting nnSchoolwide Campaigns nnTeacher Walkthroughs nnLeadership Retreat nn DigiCOACH Classroom Observation data

nnAdministration Duties Chart nn“Tech Tuesday” communication nnStaff Shared Google Drive nnTeacher Evaluations nnPAL Survey Results nnLesson Plans submitted weekly

Chapter III n PAGE 131

Findings

Supporting Evidence

A4.2

Artesia High School continues to effectively support professional development/learning with the assistance of our district office to ensure that teachers are able to meet student and community needs. All faculty and staff participate in various professional development throughout the year. English, Math, Science, History, Freshman Success, and World Languages all have district professional development to work on their curriculum. As a school, our faculty participates in professional development with consultant Dennis Parker. In the 2020-2021 school year, all teachers are participating in weekly district professional development for the Virtual Academy on Wednesdays. They are also provided scheduled collaboration and planning time on Wednesdays.

A4.3 At Artesia High School, there are effective processes in place to assess the measurable effect of professional development on teacher practice and the impact it has on student performance. For any new training, staff members create a calendar and criteria for when the strategies/resources are to be implemented in the classroom. Plans are shared with classroom teachers, departments, and administrators at staff meetings. Student learning and well-being are at the center of all of our efforts at Artesia High. In order to carry this ideal out, all staff share in responsibility, actions, and accountability to support student learning throughout our site. A4.4 Artesia High School implements effective supervision and evaluation procedures in order to promote professional growth of staff. Employees are formally evaluated biennially, and administrators participate in biennial training for evaluating certificated and classified employees using predetermined criteria. The principal is evaluated by the staff annually and the results are shared with all staff members. Training and professional development is driven by data analysis. The effectiveness of our practices, resources and professional developments are then evaluated by on-going data analysis. A4.5

Artesia High School implements a clear system to communicate administrator and faculty written policies, procedures, and handbooks. Artesia High School administration reviews its administrative duties on a yearly basis. This results in an updated organizational chart which is shared out and maintained in the main office. Policies and procedures are also reviewed and updated on a yearly basis, they are distributed via the student handbook to all staff and students.

Chapter III n PAGE 132

A5. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the schoolwide learner outcomes, academic standards, and collegeand career-readiness standards.

Indicators A5.1. Resource Allocation Decisions: The school leadership and staff are involved in the resource allocation decisions. There is a relationship between the decisions about resource allocations, the district’s LCAP and the school schoolwide action plan/SPSA, the school’s vision, mission, the schoolwide learner outcomes, major student learner needs, academic standards, and college- and career-readiness standards.

A5.2. Practices: There are district processes and practices in place for developing an annual

budget, conducting an annual audit, and at all times conducting quality business and accounting practices.

A5.3. Facilities Conducive to Learning: The school’s facilities are safe, functional, well-maintained, and adequate to meet the students’ learning needs and support the educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes). A5.4. Instructional Materials and Equipment: The policies and procedures for acquiring

and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, instructional technology, manipulatives, and laboratory materials are effective.

A5.5. Resources for Personnel: Resources are available and used to enable the hiring, nurturing, and ongoing professional development of a well-qualified personnel for all programs.

Chapter III n PAGE 133

Findings

Supporting Evidence

A5.1 Artesia’s school leadership and staff are involved in the resource allocation decisions. The school continues to make a significant effort to reallocate resources in support of the school’s vision, mission, and student achievement of the expected Schoolwide Learner Outcomes and the academic standards. Gaps in student achievement, especially in certain subgroups, led to the creation of new classes such as Freshman Success, and the Opportunities Program (aimed at serving students exhibiting at-risk behaviors, habitually truant and/or academically credit deficient). The school also continued development of intervention programs such as the Academic Achievement Math class and the use of TutorZone, which requires the redistribution and continuance of allocated resources. Focusing on the schoolwide vision of College and Career Readiness for all, resources dedicated to the Student Union Media Center have expanded since its inception, with two full-time staff members currently serving the students and addressing their needs throughout the day. The Intervention Counseling Room (ICR) allows for students to work with an intervention specialist in addressing either attendance or behavioral issues. Students access intervention resources such as academic and/or mental counselors for support, participate in community service or restorative justice, and/or are provided with academic assignments while in ICR. A5.2

ABCUSD has processes and practices in place for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices. Artesia’s administrative team works closely with the Fiscal Department at the district office to ensure that expenditures are compliant with LCAP goals.

A5.3 Artesia High School’s facilities are safe, functional, well-maintained, and adequate to meet the students’ learning needs and support the educational program. The staff at Artesia have a shared responsibility to report and address facility needs. Site personnel work diligently to maintain facilities in a manner that is conducive to education. The school and district continue to upgrade its WIFI network to meet the needs and demands of modern-day technology, along with being able to sustain Smarter Balanced testing requirements as well as the increase of online learning tools.

nnDistrict Budget nnLCAP nnSite Budget nnDepartment Budget nnBudget Trainings nnRequisition and Purchase Orders nnLCAP meetings nn School Site Council Meetings and Attendance

nnStaff Meetings & Agenda nnMeasure BB Funds nnCTE Grant Funds nnSchool Custodian Schedule nnAnnual Inventory nnTechnology Work Orders nnProfessional Development Provided nn Sub Coverage for Professional Development

nnPest Control Training nnDepartment Collaboration Days nnVision and Mission Statement posted nnTeacher Survey nnWASC Meetings nnLeadership Retreat nnELAC Meetings nnSchool Profile nnStudent Handbook/Planner nn Site sponsored videos for student and community outreach

nnDistrict Technology Plan nnEmail Communications

Chapter III n PAGE 134

Findings

Supporting Evidence

A5.4

Artesia High School has policies and procedures for acquiring and maintaining adequate instructional materials and equipment that are effective. The school works with district and community partners to introduce much needed technology resources for both staff and students. The site’s technology coordinator provides support in regards to both software and hardware. 85.1% of teachers surveyed agreed that “I have tools and resources to do my job adequately.”

A5.5

Resources are available and used to enable the hiring, nurturing, and ongoing professional development of a wellqualified personnel for all programs at Artesia High School. The school continues to provide professional development with the assistance of our district office to ensure that teachers are able to meet student and community needs. Various departments (English, Math, Science, History, etc.) have been to various district, national, and publisher’s trainings.

Chapter III n PAGE 135

ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Synthesis of Strengths and Growth Areas Areas of Strength

1. The school provides professional development opportunities and collaboration time (released days) to teachers. 2. Communication and collaboration is good amongst all stakeholders. 3. The school continues to develop rigorous curriculum and access to all students. 4. The school provides numerous support services including the Student Union Media Center, math support classes, AP Summer Bridge, SAT Prep Academy, Freshman Success, Edmentum, and Opportunity Program.

Areas of Growth

1. Continued to increase the number of students who meet the a-g requirements and are UC/CSU eligible. 2. Continued technological equipment and electronic textbooks support for teachers and students. 3. Continued focus on underperforming students who need additional academic support for success. 4. Facility upgrades using grant and Measure BB funds.

Preliminary major student learner needs (for all students and student groups) from Chapter II (student/community profile) 1. Improve the Special Education, EL, and African American student populations’ performance on all dashboard indicators. 2. Increase proficiency in English, math, and science on the CAASPP. 3. Decrease the number of D and F grades .

Additional identified student learner needs that resulted from the Focus Group analyses. 1. Implement additional assistance and guidance in order to increase our a-g completion rate. 2. Increase the student college and career preparedness to increase our college going rate. 3. Increase dual enrollment and AP enrollment to help students receive college units.

Chapter III n PAGE 136

Areas within the schoolwide action plan/SPSA need to be addressed Our school plan is up to date and is written for the purpose of continuing to increase the number of students meeting the a-g requirements, providing technological support for both students and staff, and putting an emphasis on traditionally underrepresented students gaining acceptance in the CSU/ UC systems. There is also a need to find ways to support teachers and staff in implementing the tools they gain from professional development such as providing time for planning and collaboration.

Important next steps within the schoolwide action plan/SPSA. nnContinue the allocation of funds and resources to support our areas of growth. nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nnContinued and improved fidelity of implementation of Strategic Schooling.

Chapter III n PAGE 137

Chapter III n PAGE 138

Category B Curriculum

B1. Rigorous and Relevant Standards-Based Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the schoolwide learner outcomes, academic standards, and the college- and career-readiness standards in order to meet graduation requirements.

Indicators B1.1. Current Educational Research and Thinking: The school provides an effective, rigorous, relevant and coherent curriculum based on current educational research and thinking that supports the academic standards.

B1.2. Academic and College- and Career-Readiness Standards: The school has defined academic standards and college- and career-readiness indicators or standards for each subject area, course, and/or program that meet or exceed graduation requirements.

B1.3. Congruence with Student Learner Outcomes and Standards: There is congruence between the actual concepts and skills taught, the schoolwide learner outcomes, academic standards, and the college- and career-readiness indicators or standards. B1.4. Integration Among Disciplines: There is integration and alignment among academic and career technical disciplines at the school.

B1.5. Community Resources and Articulation and Follow-up Studies: The

school engages with community partners and resources, articulates regularly with feeder schools, local colleges and universities, and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

Chapter III n PAGE 139

Findings

Supporting Evidence

B1.1 Artesia High School provides an effective, rigorous, relevant and coherent curriculum based on current educational research and thinking that supports the academic standards. In an effort to provide Artesia High School students with the best education, the school uses research-based strategies to close the achievement gap, enhance student learning and motivate students. For the last 14 years, Artesia High School has consulted with Dennis Parker on his Strategic Schooling model. This establishes goals for the school, strategies to meet the goals, and uses data to determine if the school is on target to meet those goals. In order to provide standardsbased curriculum, each department holds monthly curricular meetings. In addition, departments work with professional consultants and colleagues within the school district. Teachers attend professional development including workshops, professional conventions, and summer institutes for AP and AVID courses in order to stay abreast of the latest educational research. Artesia High School has integrated the Common Core State Standards in all core areas and Next Generation Science Standards for science. The Social Science department uses curricular time to work together to create common pacing guides, lessons and assessments, work on their new curriculum, and incorporate the Common Core Standards. The AVID program offers classes in all four grade levels. CTE teachers are supported in their study of trends and statistics related to student achievement academically, professionally, and socio emotionally. The CTE teachers attend professional development to gain knowledge as a means to bridge the learning gap, use relevant data, and prepare students for career opportunities. Our CTE pathways reflect the pulse of the labor market. The teachers attend annual advisory meetings with community business leaders who are crucial to the relevance of our programs as they pertain to future employment opportunities. As a result, they are able to adapt lessons to meet current and future labor market needs.

nnDennis Parker Trainings nn Department Curriculum Trainings and Meeting

nn English Department StudySync and ERWC Training

nn Math Department Meetings with Carnegie Textbook Consultant

nn Science STEMscopes Textbook Training

nnScience NGSS Trainings nnSocial Science Curriculum Training nnPLTW Training nnAP Training nnAVID Training nnCTE Teacher Trainings nnAP & Honor Course Offerings nnAP Summer Bridge nnCDE Lesson/Attendance Plans nnPacing Guides nnSchool Profile nnMaster Schedule nnCourse Catalog nnOther Lesson Plans nnSenior Survey nnApplication Workshops nnGraduation Regalia nnDashboard Data

Chapter III n PAGE 140

Findings

Supporting Evidence

B1.2 Artesia High School has defined academic standards nnCTE Completion and college and career-readiness indicators or standards nn AP Test Results for each subject area, course, and/or program that meet or nna-g Posters exceed graduation requirements. nna-g Completion English

nnDual Enrollment Courses

The English department fully implements the Common Core Standards and an Expository Reading and Writing Course (ERWC) curriculum in their classes. Juniors who have previously failed English courses can take a READ180 class which provides support as well as allows them to earn English make-up credits.

nnPosted “What, How, & Why”

Math

nnStudent Work

The math department fully implements the Common Core Standards in the Integrated Math model, which includes the following: Math I, Math II, Math III courses and their corresponding Honors “Plus” and Accelerated versions. Knowing the transition to Common Core Standards and the Integrated Math model would provide challenges for our students, an Academic Achievement Math Support class was created. Juniors who earned a D or F in their prior math courses were placed in the support class in addition to their regular math period.

nnStandards Posters up in classes nnWeekly Lesson Plans nnTest Scores nnPharmacy Certification nnData Walls nnEdmentum nnCAASPP Bootcamps nnCollege Articulation Agreements nnDual Enrollment Classes

Science

The Science Department has implemented the Next Generation Science Standards and recently adopted the STEM scopes curriculum. The Project Lead the Way Biomedical pathway allows for additional science sections to be added to the master schedule since it satisfies the life science ‘d’ requirement and ensures equitable access to higher level science courses.

History/Social Science

World History and U.S. History recently adopted the McGraw Hill Impact curriculum and Civics/Economics recently adopted the Pearson curriculum. In transition, the teachers have begun to create specific strategies that support the common core, such as text dependent questions, writing from primary and secondary sources, and using academic vocabulary. They have also continued to implement the use of primary and secondary sources in order to go more in depth into the curriculum and support the Common Core standards.

Chapter III n PAGE 141

Findings

Supporting Evidence

Physical Education

The Physical Education department fully implements the National Physical Education Standards (NASPE). Teachers prepare students to pass the 9th Grade Physical Fitness Test.

CTE

The CTE Department fully implements the CTE Anchor and Pathway specific standards provided by the California Department of Education (CDE).

VAPA

The Visual and Performing Arts Department fully implements the California Arts Standards for Public Schools.

World Languages

The World Languages Department fully implements the World Languages Standards provided by the CDE. A new curriculum adoption is taking place in the 2020-2021 school year. 91.52% of teachers surveyed agreed that “My department’s curriculum is aligned with the Common Core State Standards.”

B1.3 At Artesia High School, there is congruence between the actual concepts and skills taught, the schoolwide learner outcomes, academic standards, and the college and careerreadiness indicators or standards. Students are participating in college level/certification programs and career planning beyond high school education. These include Welding, Automotive, Pharmaceutical Technology, PLTW Engineering, and Business. Students are enrolling and graduating from programs such as Criminal Justice, Psychology, and Business Administration at colleges such as CSU Humboldt, CSU Fullerton, CSU Long Beach, UC San Diego, UC Irvine, and UC Riverside.

Chapter III n PAGE 142

Findings

Supporting Evidence

B1.4

At Artesia High School, there is integration and alignment among academic and career technical disciplines at the school. All departments participate in released days with consultant Dennis Parker for professional development focused on interactive strategies, vocabulary incorporation, reading strategies, schoolwide campaigns and project-based learning. At the end of each school year, department chairs, administration, and other leadership team members attend a retreat to reflect on the year and school-wide campaigns. Based on feedback, school-wide campaigns are continued, revised, and/or created and information is disseminated back to departments. The PLTW Engineering and Biomedical Pathways incorporate science, technology, engineering, and math (STEM). CTE classes integrate concepts from core classes. Edmentum is used as credit recovery as well as a tool for flex assignments that teachers may use.

B1.5 Artesia High School engages with community partners

and resources, articulates regularly with feeder schools, local colleges and universities, and technical schools and uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. The Dual Enrollment program with Cerritos College allows students to take college classes while still in high school. Articulated credit is available for PLTW engineering classes and business essentials pathways (pending). Partnerships with other community colleges for application workshops also occur. The Student Union Media Center works with college admission representatives to hold workshops about their schools. All English teachers have been trained in ERWC and all seniors either take ERWC, AP English Literature, or Cerritos College English 100 to be college-ready.

Chapter III n PAGE 143

B2. Equity and Access to Curriculum Criterion

All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.

Indicators B2.1. Variety of Programs — Full Range of Choices: All students are able to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students. B2.2. Accessibility of All Students to Curriculum, including Real World Experiences: A rigorous, relevant, and coherent curriculum that includes real world applications

is accessible to all students through all courses/programs offered.

B2.3. Student-Parent-Staff Collaboration: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, including college and career and/or other educational goals. B2.4. Post High School Transitions: The school implements strategies and programs to

facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness. Findings

B2.1

Supporting Evidence

At Artesia High School all students are able to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. Students meet with counselors each semester in order to keep them informed of the courses they need to complete as part of the a-g requirement. Two College and Career Specialists are available to assist students in the Student Union Media Center. This is to ensure they are prepared for post-secondary education. The ERWC senior English course curriculum provides students with opportunities to be better qualified for entrance into a four-year college. 10 CTE pathway options are open to all students. The Artesia AVID program helps students prepare for college. Artesia is offering various dual enrollment courses as well as the Cerritos College President's Scholars Program where students have the opportunity to take courses at Cerritos College during their normal school day.

nn Open Access to AP and Honors Courses

nnCTE Pathways nnAVID Enrollment nnAVID Curriculum nnAP Summer Bridge nn Student Union Media Center Workshops

nnGuest Speakers nnCollege Field Trips nnCollege Boot Camp nnTutorZone SAT/ACT Prep Academy

Chapter III n PAGE 144

Findings

Supporting Evidence

B2.2 At Artesia High School a rigorous, relevant, and coherent curriculum that includes real world applications is accessible to all students through the courses/programs offered. The school provides an open access policy to all AP and honors classes.

nnIEPs nnCollege Night nnFinancial Aid Night nnSenior Night

nnCareer Night Real world/practical applications are demonstrated in various nnPTO Meetings classes: nn ERWC curriculum focusing on fiction and expository nnMigrant Ed Tutoring writing and text

nnELD Support Electives

nn MESA students design, build, and test models such as nn Freshman Success or AVID 9 a prosthetic arm

taken by all 9th graders

nn AP Computer Science students create their own program nnRegistration Workshops or application design

nn PLTW students create digital designs to develop models representing future builds and projects

In an effort to support students to be successful in their classes, teachers offer extra assistance before and after school and at lunch. All teachers use instructional strategies that connect with all modes of learning: visual, audio, and kinesthetic. Students who are identified as being SPED have academic case carriers that monitor their progress and provide support when necessary. EL instructors have grade chats with their students to make students aware of their progress in not only their EL classes, but also in their non-EL classes.

nnStudent Handbook nnReport Card Night nnParent Workshops/Nights nnERWC Curriculum nnCerritos College President’s Scholars nnMESA Club nnPLTW Program nnData Chats nnTest Chats

nnRenaissance Program AVID provides students the support to be successful in high Parent Survey school and prepare for admission into and success in a four- nn year university. AVID students are encouraged to take rigorous nn Student Survey classes and are provided support through tutorials so they nnTeacher Survey can be successful in these classes. nnAcademic Plans Career choice and skill development are promoted, introduced, nnSenior Exit Survey and developed in all CTE courses. 95.92% of parents surveyed agree that “My child is able to take the courses he or she needs in order to attend a fouryear university.”

nnGraduation Rate

Chapter III n PAGE 145

Findings

Supporting Evidence

B2.3

At Artesia High School, parents/guardians, students, and staff collaborate in developing and monitoring a student’s personal learning plan, including college and career and/or other educational goals. Parents/guardians have several opportunities to meet teachers, counselors and administrators:

nn Parents, students and counselors meet during annual

Academic Reviews to discuss students’ progress in meeting graduation and a-g requirements

nn Parents and students have access to the Aeries Portal in order to monitor student progress

nn Parents and students are invited to attend College Night,

Financial Aid Night, and Career Night to learn more about college and career opportunities and paying for postsecondary education

nn Parents and students are invited to attend grade level information nights such as Freshmen Orientation and Senior Information Night

nn Twice a year (fall and spring) parents and teachers have the opportunity to meet at Report Card Night

nn Once a year, parents may participate in classroom walk-

throughs to observe the school and classrooms and provide suggestions for improvement

nn Parents are invited to quarterly “Coffee with the Principal”

events where parents can speak open and honestly with the Principal and ask questions pertaining to the school

B2.4

Artesia High School implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness. Every year the school has a College Night for parents and students to meet university and college representatives. Students have multiple opportunities to take college courses through dual enrollment programs (on and off campus). AVID classes take students to visit local colleges and universities. AVID and the Student Union Media Center regularly host college admission representatives from local colleges and universities and out of state schools to speak to students during class time, homeroom, and lunch. At the end of each year seniors take an exit survey to track their postgraduation plan.

Chapter III n PAGE 146

ACS WASC Category B. Curriculum: Synthesis of Strengths and Growth Areas Areas of Strength

1. The staff has shown evidence that they are committed to professional development; as a result, they have developed a relevant and rigorous course curriculum that is accessible to all students. 2. The staff is data-driven and regularly reviews data as a way to provide student and parents feedback. 3. Teachers collaborate to create common pacing guides, assessments, rubrics, and find ways to implement best practices. 4. There is an open access policy for entrance to honors and AP classes. 5. Interactive strategies are implemented school wide to address the learning needs of all students. 6. Block schedule has increased the ability to provide more project-based learning, resulting in more rigorous, challenging, and relevant course offerings that are accessible to all students.

Areas of Growth

1. Continue to increase grading equity amongst all students (decrease D and F grades). 2. Continue to increase UC/CSU a-g eligibility. 3. Continue to increase AP and dual enrollment class enrollment. 4. Continue to improve CAASPP and ELPAC test scores. 5. Continue to increase the CTE Pathway completion rate. 6. Continue to increase the usage of the Student Union Media Center for college and career preparedness.

Chapter III n PAGE 147

Areas within the schoolwide action plan/SPSA need to be addressed Our school plan is up to date and is written for the purpose of continuing to decrease D and F grades which subsequently should result in an increase in the number of students meeting the UC/CSU a-g requirements. Improvement in CAASPP scores needs to continue to be addressed, particularly considering expected post-pandemic achievement loss for all students and special populations. In order to address our college and career-readiness needs in math, we also need to provide training for the Mathematics Reasoning with Connections (MRWC) curriculum.

Important next steps within the schoolwide action plan/SPSA. nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nnContinued and improved fidelity of implementation of Strategic Schooling. nnProvide MRWC training and implement the program for the 2021-2022 school year.

Chapter III n PAGE 148

Category C Learning and Teaching

C1. Student Engagement in Challenging and Relevant Learning Criterion

Indicators C1.1. Results of Student Observations and Examining Work: The students are involved in challenging and relevant work as evidenced by observations of students working and the examination of student work.

C1.2. Student Understanding of Learning Expectations: The students understand the standards/expected performance levels for each area of study in order to demonstrate learning and college and career readiness.

Chapter III n PAGE 149

Findings

C1.1

Supporting Evidence

At Artesia High School, students are involved in challenging and relevant work as evidenced by observations of student work and the examination of student work. Faculty and staff at Artesia High School are committed to involving all students in challenging learning in order to achieve the academic standards, learner outcomes, and college/career readiness standards. Artesia High School has the highest graduation rate for comprehensive high schools in ABC Unified School District. The increased enrollment has led to a number of additional courses offered including CTE and VAPA courses. All Special Education teachers attend the same professional development as the general education teachers to ensure that all students receive the same instructional curriculum. With consistent work, ELD students use Read 180 to improve by as much as eight grade levels in a school year. The school offers fourteen AP courses in a variety of subject areas for students to prepare students for college. With increased rigor of AP classes offered, more students have passed AP tests with a 3 or higher. For instance, the AP Calculus BC tests pass rate in 2020 was 100%, with the majority of students passing with a 5. Students are provided with many opportunities to participate in challenging learning experiences while attending Artesia High School. AP classes are available to all students due to our Open Access policy and provided support through the AP Summer Bridge. The goal of Artesia High School is for each student to be college ready by the time they graduate. Our College Prep (CP), Advanced Placement (AP), and Honors classes prepare students for life beyond high school. The CP courses are all a-g approved and are the baseline for academic rigor at Artesia High School. The AP Summer Bridge Program helps to facilitate the transition from CP/Honors to AP classes. In order to assess learner outcomes, all students in the 10th grade take the PSAT and all students in grades 9-11 grade English and Math courses take pre- and post- district benchmarks that are modeled after the SBAC in order to prepare them for the upcoming nationwide tests. The school offers 30 different CTE elective courses that allow students to participate in real-world experiences in certain career fields. In some CTE programs students can earn a career certificate, such as the Pharmacy program. The theater and music programs provide the students with a challenging learning experience in the arts and provide a diverse learning environment for students.

nnGraduation Rate nnCTE Enrollment nnVAPA Enrollment nnAP Enrollment nnDual Enrollment nnAP Test Scores nnAP Summer Bridge Attendance nna-g Rate nnPSAT Data nnBenchmark Data nnTeacher created Rubrics nnSystem 44/Read 180 Reports nn Schoolwide Interactive Strategies Campaign.

nnACE Writing Strategy Posters nn Tools such as PearDeck, Flipgrid, Kami, Google Forms and Slides, Padlet, Kahoot, No Red Ink, etc.

nnVAPA Performances nnClaim-Evidence-Reasoning in class nnProject and Lab Reports nnTests and Quizzes nnDistrict Assessment Data nnPeer Assessments & Skill nnAssessments nnBenchmark Tests in Math and English nnTimed Essays nn“What, How and Why” Posted nnWeekly Lesson Plans nnBeginning of School Year Data Review nn District-wide Diagnostic Testing in Math and English

Chapter III n PAGE 150

Findings

C1.2

Supporting Evidence

At Artesia High School, students understand the standards/expected performance levels for each area of study in order to demonstrate learning and college and career readiness. Teachers give chapter/unit tests and quizzes in all core subject areas to assess content knowledge before students begin a new area of study. The English department gives district unit tests and benchmark tests to assess student content knowledge and uses the district writing rubrics as well. The English department also implements rubrics from ERWC for senior writing assignments. Math teachers provide students with multiple opportunities to prove knowledge of the academic standards. Students having trouble are to take benchmark tests after school with extra help to prove content knowledge. The daily agenda and learning objectives (What, How, and Why) in all subject areas, reflecting the standards, are posted on the board for students to view and copy in their school provided planner. Common assessments and common grading systems are also used in departments, such as math and English to ensure that students know the expected standards/performance level regardless of their teacher. Teachers in various subject areas do daily agenda checks and grade trackers to ensure students know what is expected of them. In some classes, students must earn a “C” or higher to pass the class, which aligns with the a-g college requirements. In order to help students to be successful in math, they have the opportunity to seek extra help by attending after school intervention with their teachers. 20.1% of students surveyed agreed that “I feel my classes are too challenging,” however 8.3% agreed that “I feel my classes are not challenging enough.” Teachers use different tools to communicate the expectations of the school in relation to preparation for college, career and life. Teachers use Remind, which is a program that sends registered students text reminders from their teachers. Students learn graduation and college requirements through counselor presentations and bi-annual academic reviews with the student and his/ her parent present. Students review high school graduation requirements and college a-g requirements every year through counselor class presentations as well. After exams in core subject areas, most teachers have test chats with students to identify areas of need/strength, set goals, or reflect on their progress. Math teachers review the math assignment given from the Carnegie Learning workbook in class with students. This allows them to check for understanding and ensure that students are comprehending the material, given that Common Core standards are integrated into all math classes.

nnStudent Survey nnTeacher Survey nn After School Intervention/

Support Block Attendance

nnTutorZone Tutoring nnStudent Planner nnTransition Plans

Chapter III n PAGE 151

Findings

Supporting Evidence

Furthermore, all math teachers stay after school at least two, if not more, days after school for students to come in for extra help. Teachers check for understanding through the use of whiteboard responses, thumbs up/thumbs down, choral response, and heads together, to name a few techniques. The students in special education are participating in the Transition Project, run by the California Department of Education. This program will help them, their case-carriers, and parents make informed transition plans.

C2. Student-Centered Instruction through a Variety of Strategies and Resources Criterion All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, to actively engage students and emphasize creative and critical thinking skills and applications

Indicators C2.1. Teachers as Facilitators of Learning: Teachers facilitate learning as coaches and are current in the instructional content taught and research-based instructional methodologies including differentiation and the integrated use of technology. C2.2. Creative and Critical Thinking: Students demonstrate creative and critical thinking within a variety of instructional settings, using a variety of materials, resources, and technology beyond the textbook.

C2.3. Application of Learning: Students demonstrate that they can apply acquired knowledge and skills at higher levels and depths of knowledge to extend learning opportunities. C2.4. Career Preparedness and Real World Experiences: All students have access

to and are engaged in career preparation activities.

Chapter III n PAGE 152

Findings

Supporting Evidence

C2.1 At Artesia High School, teachers facilitate learning as coaches and are current in the instructional content taught and research-based instructional methodologies including differentiation and the integrated use of technology. Teachers coach students on proper presentation skills before giving a class presentation, and advise students on how to conduct online research in an efficient and effective manner. When students are participating in labs and group activities, the teacher guides them to the results in a collaborative manner rather than simply giving information. Teachers demonstrate and encourage students to become more involved in learning. In all subject areas, teachers also assign projects that will be challenging and then guide students in small groups rather than simply demonstrating to the class as a whole. Teachers have students track and evaluate their work by using Aeries in which both parents and students have access to. In the English department, teachers demonstrate the writing process and how to conduct research on a monthly basis. Both short and extended research modules are assigned throughout the year. Instruction in various rhetorical techniques help students meet the requirements of the Common Core writing standards. History teachers facilitate debates and discussions among their students. Prior to the debate, the teachers will spend class time coaching students on how to properly research their debate topic and structure it accordingly. Students are provided rubrics so that they have a clear idea of project expectations. Students also must research and debate both sides of an issue presented in the debate. History and English teachers use Socratic seminars that allow students to lead the discussion. The math department has an intervention program that is held after school. Students receive tutoring and are allowed to make-up any benchmark tests they need to improve their grade. Students are given questions from their math workbook to work on during the class period. Teachers circulate throughout the room and provide assistance when necessary. Additional support is provided before and after school as well as during lunch. In Science classes students are assigned labs to complete, oftentimes in groups. The teacher will circulate throughout the room to provide assistance as students work collaboratively at their stations.

nnStudent Work nnRubrics nnPresentations nnProjects nnCourse Syllabi nnDocument Based Questions nnClass Debates nnSocratic Seminar nnBenchmark Data nnWeekly Lesson Plans nnTest Scores nnCAASPP Scores nnTranscripts & District Records nnAeries Student and Parent Portal nnTech Tag/Graduation Requirement nnChromebook Carts in Every Classroom nnTeacher/Student Communication nnOnline Curriculum nnInternships nnStudent Union Media Center Use nnGuest Speakers nnCollege Articulation Agreements nnStudent Survey nnCTE Pathway Enrollment nnCTE Pathway Completion nn Cerritos College President’s Scholars Program

nnAcademic Plans nn Technology Tools such as

Flipgrid, Padlock, Pear Deck, Edulastic, Choice Boards, etc.

nnField Trips (including virtual)

Chapter III n PAGE 153

Findings

Supporting Evidence

C2.2 At Artesia High School, students demonstrate creative nnDual Enrollment Information and critical thinking within a variety of instructional settings, using a variety of materials, resources, and technology beyond the textbook. Students have access to a variety of instructional materials, resources, and technology through all of their core academic classes as well as electives. For example, engineering students are able to use 3-D printers, laser engravers, robotic kids, solar kits, and more. Video Gaming students use computers and programs that allow them to design and create their own games. The welding program provides students with the opportunity to acquire practical hands-on welding skills on steel, stainless steel, aluminum, chromoly, plate, pipe, and sheet metal using the SMAW, GTAW, GMAW, FCAW, PAC, AAC and OFC processes. Our Auto workshop is getting modernized with grant funds this year. Auto classes feature the latest technologies that allow students to work on today’s vehicle, which includes equipment to perform tire changes and rotations, brake work, electrical programming, oil changes, engine repair, transmission work, as well as tools related to diesel fuels and their uses. The class also has the available technology to create an electric vehicle. Our Film and Video Production program has new digital cameras, drones, and a Sony 7III Full Frame Mirrorless Camera ILCE-7M3 Filmmakers Kit.

nnAfter School Intervention/Support Block nnTutorZone Tutoring nnCompetition for Auto Program nn Teachers Modeling strategies

such as annotation, close reading strategies, using multiple sources, and then create assignments where students demonstrate these skills

nnProject-Based Learning nnEssays nnTimed Writing nn Career Preparation Projects in Economics

nnSocratic Seminars

C2.3

At Artesia High School, students demonstrate that they can apply acquired knowledge and skills at higher levels and depths of knowledge to extend learning opportunities. Teachers give information in a structured fashion and expect students to keep their work in an organized manner so that students can use their notes and work to complete assignments and study for exams. Students utilize different strategies and tools such as: chronological notebooks, research papers, lab reports, 3-ring binder checks, and student produced unit packets. In all grade levels, the English department assigns research papers with multiple drafts that allow students to apply their knowledge. The draft writing and editing process includes peer editing and feedback. The history department assigns a project involving debate and research that students in all grade levels must complete. Class time is allowed for students to research the topic by going to the library, computer lab, and using chromebook or iPad carts in class. The business classes complete a final at the end of the semester that involves demonstrating interview techniques and dressing in proper business attire.

Chapter III n PAGE 154

Findings

Supporting Evidence

C2.4 Students at Artesia High School have access to and are engaged in career preparation activities. Counselors meet with every student and the student’s parent/guardian at least once a year to discuss college and career interests and the student’s academic review plan. Requirements for graduation and college a-g requirements are discussed as well. The Student Union Media Center organizes several events throughout the year, such as the College Night, where college representatives present information on community, state, and private colleges, as well as financial aid and athletics. In CTE classes, students have access to real- world and hands-on experiences. For example: In the Auto and Welding classes, students create a portfolio as one of their culminating projects. As a result, they have the opportunity to seek out internships within that respective field of study. Students involved in the AVID program have access to several college visits throughout the year. This allows the students to visit and tour colleges they may otherwise have not had the opportunity to visit. Students can take this into consideration when the time comes to apply to colleges as seniors. Students can visit the Student Union Media Center and get information about and apply for various internships. Students are given the opportunity to take dual enrollment courses through Cerritos College that are offered on-campus at AHS. Thus, students have the opportunity to experience a college-level course while in high school.

Chapter III n PAGE 155

ACS WASC Category C. Standards-based Student Learning: Instruction: Synthesis of Strengths and Growth Areas Areas of Strength

1. Teachers differentiate instruction in all course areas, allowing students to learn in a variety of ways and increasing access to learning for all students. 2. Students are exposed to a variety of hands-on and real-world experiences which allows students to actively engage in learning and prepare for life outside of high school. 3. Teachers integrate technology in their lessons on a daily basis, which keeps students engaged and interested in the subject matter. 4. All students have the opportunity to and are encouraged to challenge themselves by enrolling in honors and AP courses. 5. Teachers allow students to have multiple opportunities to demonstrate their learning of the standards. 6. Use of school wide interactive strategies and school wide campaigns to engage students. 7. Block schedule allows for AP, dual enrollment, and CTE courses for students. 8. Graduation rate is highest in the district and higher than the state.

Areas of Growth

1. Continue to increase support for EL and SPED students. 2. Continue to increase support for EL newcomers. 3. Continue to increase CTE certification completion opportunities.

Chapter III n PAGE 156

Areas within the schoolwide action plan/SPSA need to be addressed Our school plan is up to date and is written for the purpose of continuing to increase support for EL and SPED students in order to increase their academic success in their courses and on the dashboard indicators. Even though we have the highest level of CTE pathways and completers in the district, we would like to continue increasing the number of students completing CTE pathways and create more certification opportunities.

Important next steps within the schoolwide action plan/SPSA. nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nnContinued and improved fidelity of implementation of Strategic Schooling. nn Provide college tutors to work with SPED students both in-class on a pullout basis and after school support.

Chapter III n PAGE 157

Chapter III n PAGE 158

Category D Assessment and Accountability

D1. Reporting and Accountability Process Criterion

The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report schoolwide student performance data to the school staff, students, parents, and other stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage of resources, and forms the basis for the development of the schoolwide action plan/SPSA aligned with the LCAP.

Indicators D1.1. Professionally Acceptable Assessment Process: The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders. D1.2. Basis for Determination of Performance Levels: The school leadership and instructional staff have agreed upon the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas.

D1.3. Monitoring of Student Growth: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the schoolwide learner outcomes/ graduate profile, academic standards, and college- and career-readiness indicators or standards.

D1.4. Assessment of Program Areas: In partnership with district leadership, the school

leadership and instructional staff periodically assess programs and expectations, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum.

Chapter III n PAGE 159

D1.5. Schoolwide Modifications Based on Assessment Results: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous school improvement process. Findings

Supporting Evidence

D1.1

Artesia High School uses a variety of effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders. The results of these assessments are analyzed by staff and their findings are communicated to the appropriate stakeholders in a variety of ways depending on the nature of the assessment. Teachers post data for students and parents to easily access in the classroom or online. All teachers provide grade updates to their students weekly/bi weekly, and some require parents to sign it as proof that they know their student’s grade. Students assess their peers' work by using rubrics and assess their own work through error analysis. Parents can pick up their student’s report card at Report Card Night and meet with teachers. Some teachers utilize Turnitin.com where students are given crucial and detailed feedback regarding submitted essays and outside reading logs. Some teachers require students to reflect on and track their grades through grade trackers.67.1% of students surveyed agreed that “Teachers use a variety of assessment tools to evaluate my progress.”

nn Professional Development on Wednesdays

nn Wednesday Collaboration and Planning Time

nnWeekly Lesson Planning nnHomework and Grading Policies nn Dennis Parker Training with

Department Driven Agendas

nnStudySync Curriculum nnIEP at Glance folders nnAP Test Results nn District-wide Assessments for Math and English

nnAP Insight Data nnAP Bootcamp with TutorZone nnAeries

D1.2 At Artesia High School the leadership and instructional nnData Walls staff have agreed upon the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas. Teachers provide a syllabus to their students which indicates how they will be graded. Teachers provide students with feedback to explain how they can improve their test and class scores. Students chart their own assessment scores. The ELD department continues to implement System 44 and Read 180 to support ELD by tailoring instruction and tutorials to meet the needs of each student. Read 180 is also available to 11th grade students who have previously failed English classes.

nnGrade Chats nn Counselor Academic

Reviews (4 Year Plans)

nnIEP Assessments and Feedback nnSST Meetings nn504 Plans nnCAASPP Test Results

Chapter III n PAGE 160

Findings

Supporting Evidence

D1.3 Artesia High School has an effective system to determine and monitor all students’ growth and progress toward meeting the schoolwide learner outcomes/graduate profile, academic standards, and college and career-readiness indicators or standards. Students constantly monitor their own progress by utilizing the Aeries portal as well as checking with their teachers through grade trackers, data walls, etc. Students and parents also meet with their counselor at least twice a year to view their progress. An open door policy with counselors exists so that parents and students may meet as needed. Google Classroom is also used in every class to communicate assignments as well as track grades and progress. 97.2% of students surveyed agreed that “I access Aeries to check my progress including grades.” 95.3% of parents surveyed agreed that “I use Aeries to check my students’ progress.”

nnMath and Science Boot Camps

D1.4

nnGraduation Rate

In partnership with district leadership, Artesia High School’s leadership and instructional staff periodically assess programs and expectations, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum. Parents, teachers, and students have access to the Aeries system which allows them to monitor student progress. Parents may meet with teachers twice a year at the Report Card Nights. Teachers have grade chats with students before grades are due so they will have a better understanding of their academic progress. Counselors meet at least twice a year with students and parents to review academic achievement. Teachers participate in classroom walk-throughs and discuss positive teaching strategies that were observed. District benchmark exams are administered in English and math to assess standards. The Special Education department meets regularly to adjust IEPs for students as needed. SST and 504 Plan meetings are also held to monitor student progress. The School Site Council meets to discuss the academic needs of students with teachers, students, and administrators. The ELD department administers the ELPAC in order to monitor student progress and reclassify students based on language proficiency.

nnSAT Prep Academy nnAll 10th graders take PSAT nnBenchmark Data nnRenaissance Cards nnStudent Planner Progress Reports nnReport Card Night Attendance nnStudent Survey nnCDE Engagement Reports nnRubrics nn Quizzes, Tests, Essays, Projects, Final Exams

nnGrade Trackers nnTesting Schedules nnMeeting Agendas nn“What, How, & Why Posted nnWeekly Lesson Plans nnMaster Schedule nnParent Survey nnTeacher Survey nnEdmentum Completion nnOpportunity Program Completion nn Student Union Media Center Workshops Attendance

nnDigiCOACH Data nnGoogle Classrooms Updated

Chapter III n PAGE 161

Findings

Supporting Evidence

D1.5

Artesia High School uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a resultsdriven continuous school improvement process. CELDT and now ELPAC scores have allowed for the reclassification of EL students. The block schedule was created to provide intervention to struggling students based on CAASPP and benchmark results. The math department continues to have a “No-Fail” policy that allows students to attend afterschool intervention where students may retake exams and receive tutoring. AP Bootcamp was provided to students in AP classes where test scores have been lower. Professional development is implemented based on data derived from student performance and student/teacher needs.

D2. Using Student Assessment Strategies to Monitor and Modify Learning in the Classroom Criterion Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning.

Indicators D2.1. Demonstration of Student Achievement: Teachers use the analysis of formative and summative assessments to guide, modify, and adjust curricular and instructional approaches. D2.2. Teacher and Student Feedback: Teachers provide timely, specific and descriptive feedback in order to support students in achieving learning goals, academic standards, college- and career-readiness standards, and schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and learn about the degree to which learning experiences are understood and relevant in preparing students for college, career, and life.

Chapter III n PAGE 162

Findings

Supporting Evidence

D2.1

Artesia High School teachers use the analysis of formative and summative assessments to guide, modify, and adjust curricular and instructional approaches. Formal assessments are created and proctored by teachers to evaluate student achievement. Students and teachers adhere to the Common Core standards. CTE courses teach career-readiness standards. Students and teachers are held accountable to the standards through school, district level, and state assessments. Teachers use assessment scores of their students to guide their instruction and differentiate curriculum to meet the needs of a diverse student body. Evidence of student work is visible in classrooms. Proctors for all tests are teachers and administrators. As much as possible, teachers proctor their own classes during state exams.

D2.2

Artesia High School teachers provide timely, specific and descriptive feedback in order to support students in achieving learning goals, academic standards, collegeand career-readiness standards, and schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and learn about the degree to which learning experiences are understood and relevant in preparing students for college, career, and life. Students are aware of standards being covered in class and the “what, how, and why” are posted daily. Collective response and heads together strategies increase student response in levels of understanding. Students and parents have access to Aeries to check on student progress in their courses. Teachers are able to easily access information about their students through Aeries. Classroom walk-throughs are available for anyone at any time (local government officials, school board members, teachers, parents). Teachers and administrators present on student progress and achievements during the district’s Spotlight on Teaching and Learning segment. Parents, students, and school board members attend the Artesia Academic Awards (AAA) and Senior Awards Night annually to recognize student achievement in academics.

nnDigital Whiteboards nnChatbox nnGoGuardian nnStudent Responses nnAssessment Data nn Student Notebooks (hard copy and digital)

nn Professional Development to Analyze Data

nnCAASPP Results nn Pear Deck and Nearpod for instant feedback

nnExams & Quizzes nn Teacher Comments in Aeries and Google Classroom

nnGrade Trackers/Reflections nn District Benchmarks in Math and English

nnStudent Surveys nnTeacher Surveys nnParent Surveys nna-g Completion Rate nn “I’m Going to College Dinner” Attendance

nn Senior Awards Night Winners and Attendance

nnAAA Winners and Attendance nnCTE Program Completion nnDigiCOACH Data

Chapter III n PAGE 163

ACS WASC Category D. Assessment and Accountability: Synthesis of Strengths and Growth Areas Areas of Strength

1. The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous school improvement process. 2. Intervention classes for math and ELD offered to students identified as needing additional support. 3. Teachers provide timely, specific and descriptive feedback in order to support students. 4. Graduation rate is highest in the district and higher than the state.

Areas of Growth

1. Create peer tutoring opportunities. 2. Continue to increase communication opportunities with students and parents about student progress. 3. Continue to increase CAASPP scores in English, math, and science.

Areas within the schoolwide action plan/SPSA need to be addressed Our school plan is up to date and is written for the purpose of continuing to use data to drive instruction and standards-based learning. We also need to continue to address CAASPP scores for the special populations and the entire student body.

Chapter III n PAGE 164

Important next steps within the schoolwide action plan/SPSA. nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nnContinued and improved fidelity of implementation of Strategic Schooling. nn Continue to implement the CAASPP math bootcamp, implement the science bootcamp, and begin an English bootcamp.

Chapter III n PAGE 165

Chapter III n PAGE 166

Category E

School Culture and Support for Student Personal, Social-Emotional, and Academic Growth

E1. Parent and Community Engagement Criterion

The school leadership employs a wide range of strategies to encourage family and community involvement, especially with the learning/teaching process.

Indicator: Parent Engagement E1.1. Indicator: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process for all students.

Chapter III n PAGE 167

Findings

E1.1

Supporting Evidence

Artesia High School implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process of all students. Parents and the community are regularly informed of learning and student progress through a variety of formats such as phone calls, phone blasts, the electronic marquee, emails, Remind messages, scheduled meetings/events, mailings, progress reports, and report cards. Parents are contacted for discipline, attendance and/or academic concerns. Parents and students can utilize the Aeries parent portal and log on to track students’ academic progress and attendance. Parents/students can view upcoming/past assignments, test/ quiz scores, and projects. Teachers update information on Aeries on a regular basis. Counselors hold Academic Review meetings bi-annually with parents and students to discuss their academic progress and post-secondary plans. Report Card Night is held each semester. Report cards are distributed to parents and they can meet briefly with teachers. Parents can schedule future appointments with counselors and teachers to discuss student progress and learning in greater detail. Parents are invited to have lunch with their student(s) twice a year. This event is sponsored by the PTO and aims to connect and familiarize families with their student’s academic and social well-being on campus. Coffee with the Principal is an open forum for parents and community members to discuss issues and concerns with the Principal. Tours and classroom visits are also provided that day. College Night provides parents and students access to college representatives from UC’s, CSU’s, community college, and local private colleges/ universities. Information is provided on upcoming deadlines, admission requirements, financial aid/ scholarships, and athletic programs. An SAT prep course representative is also available. Senior Night is held annually at the beginning of the school year to advise and remind seniors and parents about graduation requirements, resources and support. Students are informed about important activities and dates leading up to graduation. School Site Council is held once a month where representatives from the staff, student body, and parents are given opportunities to discuss and determine how the school can improve. Freshmen Orientation is held annually a week before the school year begins. Parents are introduced to the school administration and learn the school rules and policies. During this time, students are also introduced to a variety of clubs, on-campus resources, and extracurricular activities. PTO meets monthly to raise funds for student activities and needs.

nnSignal Kit Communications nnAeries Communication nnSchool-wide Remind Accounts nnSchool Marquee nnAHS Website nnABCUSD Website nn ABCUSD Mental Health and Wellness Website

nnDistrict Community Updates nnDistrict Digest nn Social Media AccountsInstagram, Twitter

nnFinancial Aid Night nnCollege Night nnCollege Application Workshops nnFinancial Aid Workshops nnCareer Night nnReport Card Nights nnHealth Nuggets Emails nn Senior Awards, AAA, Graduation Videos

nnGoogle Classrooms nnVirtual Handbook Video nnDual Enrollment Classes nnCoffee with the Principal nnLunch with Your Student Events nnParent Walk-throughs nnOpen Door Policy nnParent/Counselor Meetings nnStudent Shadow Day nn District Parent Education

Workshops (Parent University)

nnDistrict Parent Leadership Academy nnPTO Meetings nnNCAA Athletic Clearance Workshop

Chapter III n PAGE 168

Findings

Supporting Evidence

Artesia High School holds registration a week before school starts so parents and students can pick up their class schedules, books, and purchase student packages from ASB. At the beginning of the school year, each teacher sends home a syllabus for parents to sign in order to help students and parents understand the rules and expectations of the class. 81.4% of parents surveyed agreed that “Parents are encouraged to take an active role at Artesia High School.”

nnIEPs and Meetings nn504 Plans and Meetings nnSST Meetings nnWeekly Student Bulletin nnStudent Progressive Referrals nnSchool Site Council Meetings nnFreshmen Orientation nnRegistration in August nnStudent Survey nnParent Survey nnTeacher Survey

E2. School Culture and Environment Criterion

The school leadership focuses on continuous school improvement by providing a safe, clean, and orderly place that nurtures learning and developing a culture that is characterized by trust, professionalism, and high expectations for all students.

Indicators E2.1. Safe, Clean, and Orderly Environment: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety and Uniform Complaint Procedures.

E2.2. High Expectations/Concern for Students: The school culture demonstrates caring, concern, and high expectations for students in an environment that honors individual differences, social emotional needs, and is conducive to learning.

E2.3. Atmosphere of Trust, Respect, and Professionalism: The entire school

community has an atmosphere of trust, respect, and professionalism.

Chapter III n PAGE 169

Findings

Supporting Evidence

E2.1 Artesia High School has existing policies and regulations nnNAMI Club on Campus and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety and Uniform Complaint Procedures. Each student is given a student planner that clearly states all the rules including dress code, attendance, counseling, discipline procedures, dates of all school events, phone numbers and locations where students and parents can seek help. All students and staff must wear school issued IDs on campus. Student Intervention Assistants (SIAs) patrol the campus before, during, and after the school day. Administrators also supervise before and after school, during passing periods, snack, lunch and various school sports and activities. The Student Union Media Center is open from 7:00 am to 5:30 pm for students who need a safe and supervised location to study. A Passport section is provided in the back of the Student Planner which is utilized by students as passes wherever they need to go on campus during class hours. At the beginning of the school year all classrooms are visited by the school counselors. They conduct an “Agenda Walk” and go through the student planner and discuss dress code, discipline, classroom conduct and academic progress. In Fall of 2020 a video agenda walk was recorded and shared with all students due to the virtual academy. SIAs are assigned shifts as bathroom monitors to help prevent students from cutting class. Students must sign in with the bathroom monitor and show their classroom pass when they use the restroom. Students who have minor discipline issues are sent to the Intervention Counseling Room (ICR) for snack, lunch or after school. In that class, students are counseled on better decision making skills. Music is provided during snack and lunch for students. Mobile phone use is allowed during snack, lunch, and during passing periods. The dress code policy is updated yearly based on information from the sheriff’s office about gang-related attire. Random drug dog checks are done on a monthly basis to ensure that drugs are not brought on campus. Parents are welcome to visit/observe their students at any time. To maintain order and focused instruction, tardy sweeps are held every day, every period. This helps teachers start on time and end on time so instructional time is not lost. Students and parents sign an acceptable use policy that details the policies for acceptable, safe and proper internet use for the district. 56.39% of students surveyed agree that “I feel safe on campus” and 37.3% were neutral. 79.9% of parents surveyed agree that “Artesia’s campus is clean and well maintained” and 13.2% were neutral. The school district uniform complaint policy is posted on the website and available in the front office.

nnAHS Parent Corner

nn ABC Mental Health and Wellness Website

nnRestroom Renovations nnICR nnHandwashing Stations nnDrinking Fountains nnWater-bottle Fill Stations nnGoGuardian nnGaggle Emails nnWellbeing Center nnArrows for Covid Safety nnAthletic Team Professional Attire nnCollege Tuesdays Promotion nnAVID Thursdays Promotion nnWednesday Teacher Collaboration Time nn Mental Health Professionals on Campus

nnRequired ID Cards nn SIAs and Admin. Patrol Campus Regularly

nn Teachers help supervise large

events such as rallies, dances, and football games

nn Teachers stand at doors during passing periods

nn Student Handbook/Planner

video shown to all students

nnDrug Dogs Visits nnAssertive Discipline Screen on Aeries nn Discipline Screen on Aeries (for teacher use)

nnStudent Survey nnParent Survey nnTeacher Survey nnCHKS Survey

Chapter III n PAGE 170

Findings

Supporting Evidence

E2.2 Artesia High School’s culture demonstrates caring, concern, and high expectations for students in an environment that honors individual differences, social emotional needs, and is conducive to learning. High expectations are held for all students and the school has focused heavily on academic rigor and courses offerings for the past several years. Artesia High School strives to give all students access to not only college prep level courses, but honors and Advanced Placement as well. Fourteen AP courses are offered this school year. The AP Summer Bridge program is held prior to this school year to encourage students to succeed in AP classes by bridging the gap and preparing them to be successful. AP teachers spend the summer teaching and preparing students for the upcoming courses. The school fosters respect and understanding of individual differences through the variety of clubs and organizations available on campus. The school continues to provide academic and social-emotional support to the diverse student population. Teachers continue to support the administration in adhering to all school rules and standards which provide a safe and effective learning environment. AVID sponsors College Tuesdays and promotes positive awareness of future college opportunities. Artesia High School houses the Renaissance program, a national student recognition program that honors students for academic success and for academic improvement. Artesia has a specific criterion for “making Renaissance.” Students can make Renaissance in the Fall and the Spring each school year by earning a 3.0+ GPA in a semester, or by improving their GPA by .5 from one semester to the next. Renaissance cards are awarded to students who qualify. These cards offer various rewards that the students can use throughout the year. School Leadership supports academic excellence by dedicating announcements and spirit activities to occur during homeroom to avoid interfering with instructional time. The school continues to utilize technology to support student success. Students are ensured access to computers and the internet on campus daily as well provided chromebooks and hotspots for the virtual academy. The Student Union Media Center houses a computer lab for use before school, during snack, during lunch and after school. Chromebook carts, iPad carts, printers, and graphing calculators are available in the Student Union for students that are unable to purchase them. Various clubs support and encourage students to hold high expectations for themselves, providing opportunities for them to enhance their outside learning. MESA (Mathematics, Engineering, Science Achievement) students compete in outside projects while working in groups and attending college workshops, visiting colleges and science centers.

nnAP & Honors Courses nnAP Summer Bridge nna-g Completion Rates nnStaff Meeting Agendas nnDepartment Meeting Agendas nnWASC Focus Group Meeting Agendas

Chapter III n PAGE 171

Findings

Supporting Evidence

The Robotics Club students work in groups designing and engineering robots to compete with other schools. 80.9% of students surveyed agree that “I have a positive relationship with at least one teacher.” 86.87% of parents surveyed agree that “My student has at least one adult at Artesia that supports them.”

E2.3 The entire Artesia High School community has an atmosphere of trust, respect, and professionalism. The school is constantly working together to create a professional campus that honors trust and respect. Monthly meetings are held to keep the school united and well informed (i.e., staff, department, administration meetings). Open communication is encouraged and practiced not only between the staff, but with parents, students and community members.

E3. Personal, Social-Emotional, and Academic Student Support Criterion

All students receive appropriate academic, social-emotional and multi-tiered support to help ensure student learning, college and career readiness and success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school and in the community.

Indicators E3.1. Academic Support Strategies for Students: School leadership develops and implements strategies and personalized, multi-tiered support approaches to meet academic student needs.

E3.2. Multi-Tiered Support Strategies for Students: School leadership develop and implement alternative instructional options and personalized, multi-tiered approaches to student support focused on learning and social emotional needs of students. E3.3. Multi-Tiered Systems of Support and Impact on Student Learning and Well-Being: The school leadership and staff assess the effectiveness of the multi-tiered support

system and its impact on student success and achievement.

E3.4. Co-Curricular Activities: The school ensures there is a high level of student involvement in curricular and co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and career-readiness standards. Chapter III n PAGE 172

Findings

Supporting Evidence

E3.1 Artesia High School leadership develops and implements strategies and personalized, multi-tiered support approaches to meet student academic needs. There is a comprehensive system of support available to all students to assist them in achieving academic and career success as well as personal, social and behavioral growth. Students have access to intervention hours with teachers for extra tutoring help. Students are also referred to the Intervention Counseling Room (ICR) when needed. Students and parents also have the opportunity to meet with their grade level counselor each year to assess academic and graduation progress, as well as college/career plans. Artesia High School counselors can refer students to various programs based on the student’s needs. The campus houses a school nurse, 2 mental health professionals, a school psychologist, a Migrant Education counselor, and the Intervention Counseling Room specialist. Academic counselors can refer students who are credit deficient to Edmentum, Opportunities, Adult School, or Tracy Continuation High School. Students have access to the Student Union from 7am - 5:30pm. The staff encourages and refers students there to receive support with tutoring, college applications, scholarships, financial aid, and various other academic/career needs. The Opportunity program was created to provide a supportive environment to help students overcome barriers to learning. The program addresses academic struggles, as well as behavioral, to ensure success when they return to their regular classrooms. Teachers utilize applications such as Remind to communicate with students outside of the classroom. Teachers use various visual aids such as iPads, individual whiteboards, Elmos and overheads in their classrooms. All teachers have Apple TV in their classrooms. Classroom walk-throughs are conducted to ensure teachers are using techniques to engage every type of student learner (i.e., heads together, choral response, etc.) The Student Union Media Center has a computer lab that all students and classrooms have access to, where students can utilize the above academic support programs. All Special Education students have IEPs which provide accommodations for specifically identified weaknesses to ensure academic success. As mentioned throughout this report, the school continues to develop programs and strategies to reach all students. Because we want all students to succeed, we do not use prerequisites as gatekeepers for the AP program; rather, we use them as guidelines.

nn AHS Non-Emergency Referral for Mental Health

nn Mental Health Referrals for school and community based mental health services and resources

nn Teacher/staff, Parents/Family, or Student Referrals for Resources

nn ABCUSD Mental Health and Wellness Website

nnStudent Virtual Toolbox nnNAMI club on Campus nnTutorZone Tutoring nnSupport Block/After School Intervention nnWellbeing Center nn Wellbeing Center curriculum for all 9th graders

nn5-week Progress/Grade Reports nn Student Union Media Center Workshops

nn Mental Health Professionals (Foster Youth and Homeless School Site Liaisons) on campus

nnSchool Nurse on Campus nnSchool Psychologist on Campus nn Migrant Education

Counselor on Campus

nnAcademic Plans nnPartnership with Cerritos College nnRemind Messages nnIEPs nn504s nnRenaissance Program nnAP Summer Bridge nnAVID Program nn SAT Prep Academy and College Coaching through Tutor Zone

Chapter III n PAGE 173

Findings

Supporting Evidence

Even if a student does not meet all the prerequisites for the class, they are still allowed access. Understanding that not all our students fit the “typical” profile of an AP student, we created the AP Summer Bridge to support not only these students, but all AP students. Every AP teacher dedicates time over the summer and most are able to facilitate a 2 week program for 2 hours per day. During that time teachers go over introductory material from the course to prepare students for the rigor of AP classes or offer office hours to assist students with their summer assignment for the class. It also allows teachers to get to know their students and collect formative data. Teachers use this feedback to develop meaningful instruction for students. PLTW offers a different approach to learning and teaching. Through activity, project, and problembased curriculum, PLTW gives students a chance to apply what they know, identify problems, find unique solutions, lead their own learning and empower them to transform the classroom into a collaboration space where content comes to life. The push for all students to have an opportunity to take higher level courses and meet the a-g requirements is a cooperative effort. The previously mentioned AP Summer Bridge Program and Freshman Summer Program help not only identify, but assist under-performing or struggling students be better prepared. The school created the Freshman Success program after reviewing previous years of data on the failing rates of freshman classes. Artesia High School has improved their availability and access to technology. Teachers frequently update student progress in Aeries. Aeries enables students and parents to track their grades. Some teachers also have websites that detail important information for their classes. All teachers have Google Classrooms. The Student Union Media Center regularly hosts four-year and community college representatives to teach students about college admissions requirements and high school preparation. College nights are a tool used to help the students gather more information about their college choices.

nnStudent Union Media Center Tutoring nnFreshman Success Class nnEdmentum nnData Walls nnICR Sign-in Sheets nnYearbook nnStudent Survey nnStudent Interviews nnClub participation nnAthletic Participation nnSenior Exit Survey nnArtesia Television Shows (ATV) nn Student Clubs including National Honor Society and Key Club

E3.2 Artesia High School’s leadership develops and implements alternative instructional options and personalized, multi-tiered approaches to student support focused on learning and social emotional needs of students. The Opportunity Program was created as an intervention to credit deficient students as well as students who are struggling with social/emotional issues as an alternative to attending the continuation school. The Intervention Counseling Room uses positive behavior and restorative justice approaches in assisting students. The block schedule was created to better serve our students learning and social emotional needs. The Student Union was created to support students on campus.

Chapter III n PAGE 174

Findings

Supporting Evidence

E3.3

Artesia High School’s leadership and staff assess the effectiveness of the multi-tiered support system and its impact on student success and achievement. Students are aware of and appreciate the support services that are available to them. The Student Annual Survey and Senior Exit Survey are administered each year by teachers and Student Union Media Center to evaluate the effectiveness of the school’s programs. Discipline and attendance data is reviewed annually by the administration.

E3.4

Artesia High School ensures there is a high level of student involvement in curricular and co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and career-readiness standards. AVID and Freshman Success/Futures are programs to assist students in their college/career choices. Clubs such as the National Honor Society and Alpha Psi encourage students to excel academically. School athletic coaches do regular grade checks as a way to monitor and encourage all student athletes to be academically eligible to participate. Coaches conduct study halls or allow students to go to tutoring during their athletic period if they are struggling and/or desire extra help. According to the student survey, 54.6% of students are involved in extracurricular activities. Approximately 24 clubs are usually available for students at Artesia High School. Clubs represent academics, community service, cultures, and other interests that appeal to students. Yearbooks are available for students to purchase and recap the year’s activities. Artesia Television provides students with weekly or biweekly updates on what is happening at the school. A school bulletin is provided and shared by ASB every week with updates as well.

Chapter III n PAGE 175

ACS WASC Category E. School Culture and Support for Student Personal, Social-Emotional, and Academic Growth: Synthesis of Strengths and Growth Areas Areas of Strength

1. Parents and students have a variety of resources in order to stay informed about school activities. 2. Support services and programs are in place to help students excel, improve, and grow academically and socioemotionally. 3. Classrooms and facilities are equipped with modern technology to help students connect to their learning.

Areas of Growth

1. Continue to increase online communication and education for non-English speaking parents. 2. Use Measure BB and grant funds to create a safer modernized school. 3. Continue to increase programs in the Student Media Center such as peer tutoring. 4. Continue to increase supports for EL and SPED students. 5. Continue to provide socio-emotional support to students, especially upon returning to school after the pandemic.

Chapter III n PAGE 176

Areas within the schoolwide action plan/SPSA need to be addressed Our school plan is up to date and is written for the purpose of continued support of our students’ personal, socio-emotional, and academic growth. We also need to continue our efforts to welcome our non-English speaking parents to our school culture in order to support the needs of their students. Additionally, we need to continue support of our ASB and Renaissance programs in their efforts to promote academics, extracurricular activities, and student involvement in at least one oncampus program.

Important next steps within the schoolwide action plan/SPSA. nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nnUtilize ASB and Renaissance to increase student involvement in on-campus programs.

Chapter III n PAGE 177

Prioritized Areas of Growth Needs from Categories A through E 1. Increase Special Education & English Language learner support to eradicate the learning loss created by the pandemic, and bridge the achievement gap in general 2. Increase CAASPP test scores and increase the number of students who are college-ready in both English and math 3. Increase UC/CSU a-g eligibility 4. Increase CTE pathway completion and increase certification programs in all pathways 5. Decrease D and F grades in all subjects and strive for proficiency in all classes (C or better)

Chapter III n PAGE 178

chapter

four

Summary from Analysis of Identified Major Student Learning Needs

Chapter FOUR

Summary from Analysis of Identified Major Student Learning Needs The immediate student learning need at Artesia High School is to minimize or eliminate the learning loss created by the COVID-19 pandemic. The school’s journey of bridging the achievement gap continues. Ensuring that the faculty and staff understand Strategic Schooling, Trauma-Informed pedagogical practices, as well as our previous experience of bridging the gap will serve us well as we face these new changes. This includes not only CAASPP scores in English, math, and science, but also college indicators such as a-g eligibility and CTE completion. Additionally, with the large increase of Special Education students and English Language learners, the school population has shifted and more resources need to be put into place to better support these students. Based the profile and focus group findings, the identified student learners needs are: nn Improve the Special Education, EL, and African American student populations’ performance on all dashboard indicators nnIncrease proficiency in English, math, and science on the CAASPP nnDecrease the number of D and F grades nnImplement additional assistance and guidance in order to increase our a-g completion rate nnIncrease the student college and career preparedness to increase our college going rate nnIncrease dual enrollment and AP enrollment to help students receive college units

Chapter IV n PAGE 179

A. Organization Strengths

nn The school provides professional development opportunities and collaboration time (released days) to teachers. nn Communication and collaboration is good amongst all stakeholders. nn The school continues to develop rigorous curriculum and access to all students. nn The school provides numerous support services including the Student Union Media Center, math support classes, AP Summer Bridge, SAT Prep Academy, Freshman Success, Edmentum, and Opportunity Program.

Growth Areas

Next Steps

nn Continue to increase the number of students who meet the a-g requirements and are UC/CSU eligible.

nn Continue the allocation of funds and resources to support our areas of growth.

nn Continue technological equipment and electronic textbooks support for teachers and students.

nn Continue focus on underperforming students who need additional academic support for success. nn Facility upgrades using grant and Measure BB funds.

nn Continued and improved fidelity of implementation of Strategic Schooling.

Chapter IV n PAGE 180

B. Curriculum Strengths

nn The staff has shown evidence that they are committed to professional development; as a result, they have developed a relevant and rigorous course curriculum that is accessible to all students. nn The staff is data-driven and regularly reviews data as a way to provide student and parents feedback. nn Teachers collaborate to create common pacing guides, assessments, rubrics, and find ways to implement best practices. nn There is an open access policy for entrance to honors and AP classes.

Growth Areas

nn Continue to increase grading equity amongst all students (decrease D and F grades). nn Continue to increase UC/ CSU a-g eligibility. nn Continue to increase AP and dual enrollment class enrollment. nn Continue to improve CAASPP and ELPAC test scores. nn Continue to increase the CTE Pathway completion rate. nn Continue to increase the usage of the Student Union Media Center for college and career preparedness.

nn Interactive strategies are implemented school wide to address the learning needs of all students. nn Block schedule has increased the ability to provide more projectbased learning, resulting in more rigorous, challenging, and relevant course offerings that are accessible to all students.

Chapter IV n PAGE 181

Next Steps

nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nn Continued and improved fidelity of implementation of Strategic Schooling. nn Provide MRWC training and implement the program for the 2021-2022 school year.

C. Instruction Strengths

nn Teachers differentiate instruction in all course areas, allowing students to learn in a variety of ways and increasing access to learning for all students. nn Students are exposed to a variety of hands-on and real-world experiences which allows students to actively engage in learning and prepare for life outside of high school.

Growth Areas

nn Continue to increase support for EL and SPED students. nn Continue to increase support for EL newcomers. nn Continue to increase CTE certification completion opportunities.

nn Teachers integrate technology in their lessons on a daily basis, which keeps students engaged and interested in the subject matter.

Next Steps

nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nn Continued and improved fidelity of implementation of Strategic Schooling. nn Provide college tutors to work with SPED students both in-class on a pullout basis and after school support.

nn All students have the opportunity to and are encouraged to challenge themselves by enrolling in honors and AP courses. nn Teachers allow students to have multiple opportunities to demonstrate their learning of the standards. nn Use of school wide interactive strategies and school wide campaigns to engage students. nn Block schedule allows for AP, dual enrollment, and CTE courses for students. nn Graduation rate is highest in the district and higher than the state.

Chapter IV n PAGE 182

D. Assessment Strengths

nn The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a resultsdriven continuous school improvement process. nn Intervention classes for math and ELD offered to students identified as needing additional support.

Growth Areas

nn Create peer tutoring opportunities. nn Continue to increase communication opportunities with students and parents about student progress. nn Continue to increase CAASPP scores in English, math, and science.

nn Teachers provide timely, specific and descriptive feedback in order to support students.

Next Steps

nn Graduation rate is highest in the district and higher than the state.

nn Continue to implement the CAASPP math bootcamp, implement the science bootcamp, and begin an English bootcamp.

Chapter IV n PAGE 183

E. School Culture Strengths

Growth Areas

nn Parents and students have a variety of resources in order to stay informed about school activities.

nn Continue to increase online communication and education for nonEnglish speaking parents.

nn Support services and programs are in place to help students excel, improve, and grow academically and socio emotionally.

nn Use Measure BB and grant funds to create a safer modernized school.

nn Classrooms and facilities are equipped with modern technology to help students connect to their learning.

nn Continue to increase programs in the Student Media Center such as peer tutoring. nn Continue to increase supports for EL and SPED students. nn Continue to provide socio-emotional support to students, especially upon returning to school after the pandemic.

Next Steps

nn Address the achievement gap that has been extended due to the pandemic; steps to take include creation of a peer tutoring program, implementation of AVID school-wide, development of a reading and writing campaign, regular professional development for teachers, continued work with Tutor Zone, increase the hours of the Student Union Media Center and ensure that it is more academic in nature. nn Utilize ASB and Renaissance to increase student involvement in on-campus programs.

The major theme for strengths at Artesia High School is that the entire faculty and staff practice the moral imperative of “doing what is right for students.” The school offers an abundance of programs and supports for students and families. In addition, as the only urban high school in ABC Unified School District, the school continues to perform at or above the state average in numerous indicators. The major theme for growth areas at Artesia High School is developing strategies to minimize or eliminate the pandemic learning loss. The school must increase support for SPED and EL students. In addition, the school must continue to increase CAASPP scores, and continue to improve college and career-readiness through increasing a-g eligibility, CTE completion, and decreasing D and F grades. Based on the needs of our students and data provided, Artesia High School must implement all programs with fidelity. Not one single program or strategy will be capable of bridging the achievement gap. However, previous practice has shown that the correct implementation of multiple pedagogical programs such as Strategic Schooling, Trauma-Informed practices, and Restorative Justice practices can bridge the achievement gap as the school has done in the past. These strengths and growth areas inform our strategies and activities by guiding the school’s decision-making as well as implementation. Artesia High School’s WASC Action Plan, as any other living document, will continuously be modified and adjusted to meet the needs of all students.

Chapter IV n PAGE 184

chapter

five

Schoolwide Action Plan/SPSA

Chapter FIVE

Schoolwide Action Plan/SPSA WASC Action Plan Goal # 1:

Fully implement Strategic Schooling with fidelity and provide additional support for the academic success of all students, with a primary focus on Special Education, English Learner, African-American, and Filipino students.

SPSA Goal(s)

1, 2, 3, 4, 5, 6, 7, 8

Identified major student learner need(s)

Address and rectify learning loss resulting from the pandemic Improve CAASPP test scores Increase college and career readiness Provide resources for struggling SPED and EL students

Schoolwide Learner Outcome(s)

Guide Critical Thinking Optimize Respect for Cultural and Individual Similarities and Differences Access Technology Learn for College and Career Readiness Strengthen Communication Skills

Chapter V n PAGE 185

Annual Measurable Outcomes

100% of the faculty will implement Strategic Schooling Implement a peer tutoring program Implement a distance learning support program for SPED and EL students in core classes Implement a preview/review program by using college tutors to support SPED and EL students Increase student exposure to culturally proficient curriculum by 3% each year

Measurable ways of assessing progress (including student achievement of the major student learner needs, schoolwide learner outcomes, and academic standards)

nnDigiCOACH classroom observations and reports nnEthnic Studies classes enrollment nnCerritos College Social Justice Dual Enrollment classes nnLesson Plans that are culturally proficient nnDistrict English and math benchmark tests nnELPAC Test results nnELD reclassification rate nnGoals and Objectives in IEP nnDecreased D & F grades nnRenaissance Card holder participant totals nnSPED enrollment in general education classes nnDaily attendance rate nn“What, How, & Why” in lesson plans nnData Walls in every classroom nnGraduation rate nnIn-class formative assessments nnLexile scores from System 44/Read180’s Reading Inventory nnR-FEP monitoring forms for reclassified English learners

Chapter V n PAGE 186

Strategies/Activities to accomplish goals

nnProfessional Development nnRelease time to incorporate professional development nnPeer tutoring program training nnCollege tutors in English, math, history and science nnAVID Strategies nnWeekly designated curricular time nnSite Team Meetings nnProject-Based Learning nnInteractive Instructional Strategies nnTutorZone tutoring and programs nnData analysis at first staff meeting nnRenaissance recognition for 0.5 GPA improvement nnRenaissance recognition for 3.0 GPA and above nnMath support class for 11th grade nnStudy Skills class for RSP students nn ELD Advanced English support class for ELD level 3 students nnELD support class for ELD level 1 & 2 students nnIEP Meetings nn504 Plan meetings/reviews nnTest released questions reviewed nnClassroom walkthroughs nnData walls nnSchool-wide Campaigns nnGrade Trackers nnCommon pacing nnCounselor/Student Academic Plan Meetings nn“What, How, & Why” in lesson plans nnMigrant Education Program tutoring nnMigrant Education college tutors in history and math nnAfter school/lunch intervention nnTeacher collaboration nn StudySync tools/resources embedded in the curriculum to assist SPED and EL students nn STEMscopes tools/resources embedded in the curriculum to assist SPED and EL students

Chapter V n PAGE 187

nn Carnegie/Mathia tools/resources embedded in the curriculum to assist SPED and EL students nn Impact & Pearson (history) tools/resources embedded in the curriculum to assist SPED and EL students nnNewcomer Program nnSDAIE strategies nnELAC Meetings nnText to Speech Translation tools nnIEP “At A Glance” Binders nnCommunity Liaison/Student Advocate Resources and proposed expenditures

Base Grant LCAP Title I

Persons responsible & involved

Principal Assistant Principals Counselors Teachers Student Union College and Career Specialists SPED Department ELD Department AVID Coordinator Renaissance Advisor District Migrant Program District SPED Administrators District Academic Services Consultant Dennis Parker TutorZone

Timeline

2020-2021 school year 2021-2022 school year 2022-2023 school year

Chapter V n PAGE 188

WASC Action Plan Goal # 2:

Strengthen college and career readiness by increasing the number of students meeting the College and Career Indicators in a-g eligibility and CTE pathway completion.

SPSA Goal(s)

1, 2, 3, 4, 5, 6, 7, 8

Identified major student learner need(s)

Address and rectify learning loss resulted from pandemic Improve CAASPP test scores Increase college and career readiness Provide resources for struggling SPED and EL students

Schoolwide Learner Outcome(s)

Guide Critical Thinking Optimize Respect for Cultural and Individual Similarities and Differences Access Technology Learn for College and Career Readiness Strengthen Communication Skills

Annual Measurable Outcomes

Increase the percentage of high school graduates meeting a-g requirements by 3% each year. Increase the percentage of high school graduates completing CTE pathways by 3% each year.

Measurable ways of assessing progress (including student achievement of the major student learner needs, schoolwide learner outcomes, and academic standards)

nnCTE pathway enrollment nnCTE pathway completion rate nnCTE certification rate nna-g eligibility rate nnHonors & AP enrollment nnSpecial Education students enrollment in a-g classes nnSenior Exit Survey nnFinancial Aid Survey nnCollege application completion rate nna-g eligible classes on master schedule

Chapter V n PAGE 189

Strategies/Activities to accomplish goals

nnCTE certification opportunities nnCTE Pathway completer recognition nnSenior Awards recognition nn“I’m Going to College” Dinner recognition nnCareer Night nnData analysis at first staff meeting nnFreshman Success curriculum nnAVID curriculum nnGuest Speakers nnCollege Tuesdays nnCollege Night nnFinancial Aid Night nnStudent Union workshops nnRenaissance Cards nnCounselor/Student Academic Plan Meetings nnCounselor registration presentations nnCTE pathways promotion nnMagnet Fair nnShowcase Night nnScholarship opportunities nnCTE Internships

Resources and proposed expenditures

Base Grant LCAP Title I

Chapter V n PAGE 190

Persons responsible & involved

Principal Assistant Principals Counselors Teachers CTE Department Honors/AP Teachers Student Union College and Career Specialists AVID Coordinator Renaissance Advisor Magnet Coordinator District CTE Administrators

Timeline

2020-2021 school year 2021-2022 school year 2022-2023 school year

Chapter V n PAGE 191

WASC Action Plan Goal # 3:

All student groups will demonstrate progress toward mastery of the knowledge and skills needed for success in entry-level college coursework in the areas of English and math, as evidenced by CAASPP results, as well as ERWC and MRWC grades.

SPSA Goal(s)

1, 2, 3, 4, 5, 6, 7, 8

Identified major student learner need(s)

Address and rectify learning loss resulted from pandemic Improve CAASPP test scores Increase college and career readiness Provide resources for struggling SPED and EL students

Schoolwide Learner Outcome(s)

Guide Critical Thinking Optimize Respect for Cultural and Individual Similarities and Differences Access Technology Learn for College and Career Readiness Strengthen Communication Skills

Annual Measurable Outcomes

Increase the number of students meeting or exceeding the standards on the CAASPP for ELA and math by 3% each year. Increase the number of students earning a C or better in ERWC. Implement and increase the number of students earning a C or better in MRWC.

Measurable ways of assessing progress (including student achievement of the major student learner needs, schoolwide learner outcomes, and academic standards)

nnCAASPP results nnELPAC results nnELD reclassifcation rates nnDistrict benchmark assessments nnCAASPP Bootcamp participation nnCAASPP practice assessments nnAcademic Math Support class enrollment nnERWC grades nnMRWC grades nnCollege admission rate

Chapter V n PAGE 192

Strategies/Activities to accomplish goals

nnAcademic Math Support class nnTutorZone tutoring nnData analysis at first staff meeting nnRead 180/System 44 nnReleased question reviews nnCAASPP bootcamps nnTest chats in class nnCounselor/Student Academic Plan Meetings nnDistrict benchmarks nnAfterschool/lunch intervention nnStudent Union Tutoring nnProfessional Development

Resources and proposed expenditures

Base Grant LCAP Title I

Persons responsible & involved

Principal Assistant Principals Counselors Teachers Math Department English Department ELD Department Student Union College and Career Specialists District Academic Services TutorZone

Timeline

2020-2021 school year 2021-2022 school year 2022-2023 school year

Chapter V n PAGE 193

Overall Follow-up Process to Ensure a Continuous School Improvement Artesia High School has a well established culture of working together to do what is best for students. Operating under this moral imperative, the staff at Artesia High School continuously reviews performance data and has an established process to address the needs of all students that will guide the school in reaching the goals set in the Action Plan. At the end of each school year, administration, counselors, department chairs, and union representatives meet to set goals for the following year based on data. These goals are integrated into the yearly campaigns and shared at the beginning of the school year with faculty, staff, parents, and students. The goals/campaigns are also reflected in the SPSA and are visited throughout the year during staff and department meetings. Once a month the administration meets with department chairs, who also serve as the focus group leaders, and provide feedback regarding the progress of the goals.

Chapter V n PAGE 194

chapter

six

Appendices

Appendices A.

Local Control Accountability Plan Website – ABC Unified School District

ABCUSD LCAP 2017-2020

2020 Single Plan for Student Achievement (SPSA) AHS

Results of Student Survey

Results of Parent Survey

2019 AHS California Healthy Kids Survey

2020-2021 Master Schedule

AP Course Audit Website- AHS AP Course Ledger

AHS AP Course Ledger Spreadsheet

UC A-G Articulation Website-AHS A-G Approved Course List

AHS A-G Spreadsheet

AHS Virtual Learning Academy Brochure

Description of the Strategic Schooling Model

2020 AHS Dashboard

2020 AHS Dashboard PDF

2019 AHS Dashboard

2019 AHS Dashboard PDF

AHS SARC Link

AHS SARC PDF

AHS CBEDS School Information Form

AHS Graduation Requirements

Budgetary information, including school budget

Glossary of Terms Unique to the School

ARTESIA HIGH SCHOOL SCHOOLWIDE LEARNER OUTCOMES Artesia High School will prepare its graduates to:

G uide Critical Thinking O ptimize Respect for Cultural and Individual Similarities and Differences A ccess Technology L earn for College & Career Readiness S trengthen Communication Skills

MISSION

Artesia High School enhances student learning through innovative teaching, the use of technology, and academic rigor. The school fosters an inclusive environment that honors every student’s abilities, ethnic background, and socioeconomic status in order to prepare them for their future college and career choices.

VISION

Artesia High School graduates will be able to achieve academic and personal success and be prepared to create positive change in their community and society.