Ocean View High School: Monday Morning Wins How do you provide structured, intentional support for all staff? SCHOOL FACT BOX Ocean View High School, located in Huntington Beach, California, serves more than 1,400 students, with 54% identified as socioeconomically disadvantaged and just under 23% in programming for English Learners. The demographic profile reflects that 61%…
Loara High School | Providing Family Learning Walks to Help Families Better Understand Student Outcomes
How do you ensure that the perspectives of all families are incorporated into decisions at the schoolwide level as well as at the individual student level?
Employing Leadership Systems and Structures How does the principal work through a broad set of teams to ensure all students get what they need to be successful? SCHOOL FACT BOX Fountain Valley High School, located in Fountain Valley, California, serves over 3,600 students, with 26% identified as socioeconomically disadvantaged and just under 5% in programming…
Roosevelt Middle School | Using Artful Learning and Community PRIDE statements to Define Student Readiness Outcomes for All Students and Staff
Using Artful Learning and Community PRIDE statements to Define Student Readiness Outcomes for All Students and Staff How do you define readiness in terms of student outcomes? SCHOOL FACT BOX Roosevelt Middle School, located in Oceanside, California, serves more than 1,000 students, with 62% identified as being socioeconomically disadvantaged and 14% in programming for English…
How do you ensure that the perspectives of all families, as well as the perspectives of individual students, are incorporated into school and districtwide decisions?
Anaheim Union High School District (AUHSD)’s Local Control Accountability Plan (LCAP) stakeholder engagement processes are some of the most innovative we have seen in California.
Since 2015, California policymakers have invested more than a billion dollars to support the expansion of Career and Technical Education (CTE) across the state.
The leadership team realized that for their Multi-tiered System of Support (MTSS), it was critical that individual student’s unique strengths, interests, aspirations, needs, and family and community supports are recognized, so that effective decisions can be made to maximize students’ inclusion in the school.
Over the past year, as the leadership team at South Junior High in the Anaheim Union High School District worked on MTSS implementation, they realized how challenging it is for large schools to know the academic, behavioral, and social-emotional needs of each and every student that walks through the doors.
In 2015, Valley High School’s academic outcome data showed that students needed explicit support and practice developing the literacy skills necessary to be successful in postsecondary opportunities without remediation. Valley had been the lowest performing high school in the county for several years in a row, and had a reputation as a school with a multitude of discipline problems and low academic rigor.