ACS WASCCDE Visiting Committee Final Presentation Panorama High

ACS WASC/CDE Visiting Committee Final Presentation Panorama High School March 6 -9 2016

Focus on Learning Asks… How do you know that all students are achieving based on our schoolwide student goals and academic standards? Is the school doing everything possible to support high achievement for all its students?

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources Areas to Celebrate 1. 2. 3. 4. All teachers, to varying degrees, incorporate school-wide learner outcomes within the curriculum and instruction. A systematic approach is used to analyze data and measure the impact on student learning and academic achievement. Instructional Leadership is comprised of a wide variety of representatives providing board views. The school has instituted a professional development system that ensures the ongoing planning and monitoring of student achievement. Areas for Focus 1. 2. 3. 4. With the decline in enrollment, examine additional options for allocation of resources to maintain the school’s vision, mission and schoolwide learner outcomes. Develop a timeline and approach to provide professional development for new personnel on the GRM. Continue to expand ways for students to demonstrate mastery of school-wide learner outcomes. Continue to explore ways to utilize technology and technological resources as a tool within the GRM to expand 21 st century skills and literacy.

B: Curriculum Areas to Celebrate 1. 2. 3. 4. 5. Development and collaboration of departments’ own Common Core curriculum and materials. All students have access to A-G required courses that meet student needs. The school is committed to providing students with a quality, standards-based education that is rigorous and challenging. The graduation rate has significantly increased in recent years. Curriculum design, implementation, and evaluation are supported through the professional development time with departments, SLCs and Cohorts. Areas for Focus 1. 2. 3. 4. 5. Investigate the expansion of elective course offerings to expand career readiness for all students. Investigate expanding the rigor in curriculum for all classes. Increase alignment of curriculum with real-world applications and experiences, especially in mathematics. Expand support opportunities for subgroups, especially for gifted students. Implement career exploration into 10 th-12 th grade SLCs.

C: Instruction Areas to Celebrate 1. 2. 3. 4. The majority of members in the departments and PLCs have common syllabi, curricular maps, assessments, and grading criteria. All teachers have embraced the instructional philosophy of the Gradual Release Model. All teachers, in varying degrees, plan for student engagement and collaboration within each lesson. Teachers and students have high expectations in achieving academic standards, college and career readiness standards, and schoolwide learner outcomes. Areas for Focus 1. 2. 3. 4. Implement differentiation strategies within the instruction to account for the different learning modalities of all students. Implement consistent use of instructional strategies to promote depth of knowledge and higher level thinking. Provide more real world application to all instruction to connect studentlearning experiences to the school-wide learner outcomes. Continue to build on the success of the Gradual Release Model leading to increased rigor for all students.

D: Assessment and Accountability Areas to Celebrate 1. 2. 3. 4. Panorama High School has a systematic approach to use data to collect, disaggregates, analyze, and report student achievement to staff, students, and parents. Checking for understanding is observed as routine practice used multiple times throughout all classes. The departments create and use a variety of assessments that are aligned with state standards, to determine if students are progressing toward achieving the standards and school-wide learner outcomes. Examination and incorporation of academic accommodations needed by students of subgroups through course placement. Areas for Focus 1. 2. 3. Expand enrichment programs and courses for all students. Continue to use formative and informal assessments at the classroom level as part of the ongoing commitment to expanding the GRM. Explore diagnostic tools to determine academic and social/emotional support for incoming ninth graders and use data to monitor student progress based on Career Development classes.

E: School Culture and Support for Student Personal and Academic Growth Areas to Celebrate 1. 2. 3. 4. Students are recognized for their academic and interpersonal achievements through SLCs. Structured and extensive academic and social/emotional support services are provided to students to foster academic and personal growth. There is significant parents and community involvement. Create a caring and supportive school environment for our students and parents that promote college and career readiness. Areas for Focus 1. 2. Continue to work towards additional support to help our small learning communities with college preparedness. Develop additional programs and strategies to increase the number of students who participate in enrichment activities and/or support interventions.

Celebrate Schoolwide Strengths • • • • The implementation of the Gradual Release Model as the instructional framework schoolwide. Classroom instruction consistently includes student collaboration and is moving student to higher cognitive levels. The students take pride in their school, teachers, and campus. The Instructional Leadership Team is comprised of a wide variety of representatives providing broad views. All students have access to UC-CSU A-G required courses that meet student needs. The students have strong, positive, and caring relationships with staff. Administration has developed a high level of trust and respect for the staff. An increase in the number of students meeting the UC-CSU A-G requirements. Teachers and students have high expectations in achieving academic standards, college and career readiness standards and schoolwide learner outcomes for all students. There is scheduled teacher collaboration time to meet as SLCs, cohorts and departments in order to collect and review student performance data, as well as multiple opportunities for informal and collegial conversations centered on best practices and student success. Students have a safe, clean, and orderly campus. Successful development and implementation of a multi-tiered parent involvement programs. The Parent Education Center supports parents and community with quality parenting and language acquisition classes.

Critical Areas for Focus Your own self-study identified and you should continue to work on: Areas for Focus 1. Improve the four-year graduation rate for all students with a focus on the subgroups of English Learners and Students with Disabilities. 2. Develop a structured approach to ensure that all teachers analyze and use data to effectively differentiate instruction and increase proficiency for all students. 3. Expand the college-bound culture to increase the student’s level of both career and college readiness and achievement of the schoolwide learner outcomes. As you plan and implement your work, include 1. 2. 3. Continue to build on the success of the Gradual Release Model leading to increased rigor for all students. Continue to use formative and informal assessments at the classroom level as part of the ongoing commitment to expanding the GRM. Continue to explore ways to utilize technology and technological resources as a tool within the GRM to expand 21 st century skills and literacy.