ESHS ASSESSMENT PLAN

CONTENT STANDARDS:

1.      Objective (CAT 6, CAHSEE, SAT/ACT, Golden State,  AP, Physical Education)

a.       Each Fall, the District will provide a consulting service with Title 6 funds that will offer a cluster analysis of  CAT 6, CAHSEE data, and demographic data.  The ESHS Curriculum Coordinator and Leadership Team, Curriculum Focus Group, and Site Council will use this information to target instruction to improve identified areas of weaknesses.

b.      In conjunction with this service, a clerical substitute will be hired to input SAT/ACT, Golden State, AP, Physical Education, etc. data into Power School.  Reports will be generated by the site administrative office and analyzed by the ESHS Curriculum Coordinator and Leadership Team, Curriculum Focus Group, And Site Council.  Conclusions will be drawn and results will be disseminated (through both electronic and traditional methods) to all stakeholders in the Fall of the following school year for further analysis

c.       In June each teacher will input site-based standardized exam results (English and Math) into Power School.  The District Technology Coordinator will generate reports and disseminate the results to the ESHS Curriculum Coordinator and Leadership Team to be analyzed by Home Groups and Focus Groups

AUTHENTIC and PERFORMANCE STANDARDS (Eagle Expectations)

·        Each Spring, two weeks prior to the twelve week grading period, all teachers will collect student work for a one week period and submit all student evidence for analysis.  This evidence will be measured against the California Content Standards and Eagle Expectations by a hired consulting firm (DATAWORKS). This will be funded by the site with funds that have already been earmarked for this purpose for the next six years.  The results will be disseminated to all stakeholders for analysis in the Fall.

·        Reflective Lessons: At the end of each six week grading period, every teacher and student will reflect on the achievement of the standards and Eagle Expectations (anecdotal).  Teachers will bring their reflections, student reflections, and a sample of high, medium, low student evidence to the department meeting for discussion and analysis.  Conclusions will be drawn and shared with the Focus Groups

PERCEPTION DATA (Surveys)

1.      Second week in May, AP Statistics students will develop three surveys, student, teacher, parents (stratified simple random sample of both grade level and gender)  The survey focus for May 2003 will be:  communication, counseling, discipline policies, how teacher assignments (i.e. homework) reflect Eagle Expectations and Content Standards)  The A.P. Statistics students will administer and analyze each survey.  The students will draw conclusions, write a report and disseminate results to all stakeholders (web, faculty meeting, PTA meeting, School Site Council, Focus and Home Group meetings)

BEHAVIORAL DATA

1.      Discipline data (parent-student conference data, detention data, Saturday School, in-house and out-of-school suspension data, and expulsion data) is input on a regular basis by the counseling staff into PowerSchool.

2.      At the end of each semester, reports will be generated by the site administrative office and analyzed by the Policy and Discipline Committee.  Trends will be identified and a conclusive report will be disseminated to all stakeholders-(web, faculty meeting, PTA meeting, School Site Council, Focus and Home Group meetings).

Support Personnel:

AP Statistics Class

Clerical Support as needed

District commitment to funding for consulting services

Assessment Focus Group
Site commitment to funding for consulting services

ESHS Leadership Team

Focus and Home Groups