SINGLE PLAN FOR STUDENT ACHIEVEMENT

SINGLE PLAN FOR STUDENT ACHIEVE= MENT

^{EC 64001(a), (d);}^{5CCR 3930; EC 52853 ; HR 1, Sec 1115(c)<=
/sup>}

Palmdale High School

2007-2008=

CDS Code

19642461936624

Date: 9/10/2007

This is a plan of actions and strategies identified for implementation to raise the academic performance of students and improve the school's educational program. For additional information on scho= ol programs and how you may become involved, please contact the following pers= on:

&= nbsp;

Contact: Eric A. Riegert

Position: Principal

Telephone Number: (661) 273-3181

Address: 2137 E. Avenue R, Palmdale, CA 93550

E-mail address: eriegert@avhsd.org

Antelope= Valley Union High School District

&n= bsp;

“…where education meets the flight of reality”= ;

The District Governing Board approved this revision of t= he School Plan on __September 19, 2007_____________^{EC 64001(h)}

Expected Schoolwide Learning Results

We at Palmdale High School believe that each stud= ent needs to:

Meet academic and vocational content standards by:

Demonstrating proficiency on the CSTs
Meeting A-G requirements
Passing the CAH= SEE

Be prepared to p= ursue post-high school employment/educational endeavors by:

Completing high school graduation requirements
Developing information literacies
Communicating effectively with others

Become a respons= ible citizen by:

Collabortaive w= orkers
Respecting diff= erent cultures
Completing their Senior Project

School Profile

Palmdale High School is one of seven comprehensive high schools serving students in the Antelope Valley. Established in 1957,= PHS was originally built to serve 1,200 students and now serves approximat= ely 3,500 students. Located in northern Los Angeles<= /st1:PlaceName> County, <= st1:PlaceName w:st=3D"on">Palmdale High Schoo= l covers 80 acres in central Palmdale. The city of Palmdale, with its diverse population of 200,000 residents, is home to the aerospace industry and a burgeoning home construction industry. Many new Palmdale residents have relocated from the = Los Angeles area making Palmdale High Schoo= l’s student population economically, linguistically and ethnically diverse.

A two-year moderniza= tion of the school’s facilities culminated this September, thanks to the pass= age of State Measure V. As part of the modernization, our existing buildings we= re brought up to building code standards, made more instructionally effective = and designed to accommodate individuals with special needs. Our physical educat= ion locker rooms and science labs received far-reaching design changes. Many Fa= lcon stakeholders have increased their commitment to maintaining a clean learning environment to go along with our improved facilities.

The Palmdale High Schoo= l faculty is comprised of 140 talented educators. Many of our Physical Educat= ion and Social Science faculty have more than 20 years teaching experience. In addition, our Social Science faculty has been recognized as exemplary by organizations such as the College Board. Our Science, Foreign Language and = Fine Arts faculty are expertly trained in the Advanced Placement courses we offe= r in each area. Our English and Math faculty offer many fascinating courses such= as Science Fiction Literature and Calculus.

At PHS, we take grea= t pride in offering and promoting a rigorous curriculum. Our counselors, teachers and administrators routinely challenge students to enroll in Advanced Placement= and A-G accepted courses. As a result, PHS makes more than 1,700 seats availabl= e in Advanced Placement courses. At the commencement of each Spring semester, we take time to honor the hundreds of students who achieve above 3.0 grade poi= nt average in the first semester. Last year, more than 1,400 Palmdale students held college preparatory grade point averages.

A significant number= of PHS students maintain college expectation and pursue meaningful careers thanks = to our ROP programs, Health<= /st1:PlaceName> Careers Academy, and Visual and Performing Arts Academy (VAPAA).

Our classified staff provides invaluable support to the students and families that Palmdale High Schoo= l serves. Our classified staff is frequently called upon to deal with academic and social issues.

Mission Statement

Our mission is to provide a safe and secure learning environment that promotes a rigorous curriculum and enables our students to develop the necessary acade= mic, technical, and work-related skills of the 21st century. Every student who graduates will be prepared to pursue college or any career to which he/she aspires.

PALMDALE HIGH SCHOOL

AN= TELOPE VALLEY UNION HIGH SCHOOL DISTRICT

SUMMARY OF SCHOOLWIDE DATA FROM 200= 1-2007

API Progress:

PHS 2001=	PHS 2002=	PHS 2003=	PHS 2004=	PHS 2005=	PHS 2006=	PHS 2007=
566	566	587	607	622	633	639

HS - AYP Participation Rate a= nd Academic Performance (% Prof. or Adv.)

NCLB - 2006-2007 Target Performance Rates for Meeting AYP

Based on results from Gr. 10 CAHSEE administration (March & May administrations only);

AYP “Proficient” cut sc= ores are 380 in English/Language Arts and 380 in Mathematics

Subgroup= s

Lang. Ar= ts

95% Part Rate

Lang. Ar= ts

Criteria= for ‘Met’

2007

Lang. Ar= ts

% Prof./= Adv.

2007

Lang. Ar= ts

Criteria= for ‘Met’

2007

Math

95% Part Rate

Math

Criteria for ‘Met’

2007

Math

% Prof./Adv.

2007

Math

Criteria for ‘Met’

2006-07=

SCHOOLWIDE

98

YES

Yes

N/A

N/A

N/A

YES

     N/A=

YES

YES

YES

Yes

36.5

YES

YES

N/A

N/A

N/A

YES

N/A

YES

YES

YES

NO

98

YES

YES

N/A

N/A

N/A

YES

N/A

YES

YES

YES

Yes

36.7

YES

YES

N/A

N/A

N/A

YES

N/A

     YES=

YES

Yes

Yes

African-Am.

99

23

98

24.8

Am. Ind./Alaskan

100

--

100

--

Asian

86

--

100

--

Filipino

100

--

100

--

Hispanic or Latino

99

39.8

98

34.8

Pac. Islan= der

100

--

100

--

White

97

64.9

96

53.4

SES/Disadvtgd.

100

35.7

100

29.1

EL

96

33.5

96

27.2

Stud. w/ disabilities

96

11.8

95

13.8

N/AYES

To “meet” AYP” criteria,&nb= sp; Palmdale HS must also show an improved graduation rate of at least 0= .1% annually based on a “synthetic graduation rate” based on the National Center for Educational Statistics (NCES) 4-year completion rate. This includes the number of studen= ts completing high school in Year 4 as calculated by HS completers in Yr. 4 divided by (Gr. 9 dropouts in Yr. 1 + Gr. 10 dropouts in Yr. 2 + Gr. 11 dro= pouts in Yr. 3 + Gr. 12 dropouts in Yr. 4)

2007 CST Proficiency

English/Language Arts

CST English-Language Arts

Grade 9 =

Grade 10=

Grade 11=

   Students Tested

827

597

566

   Mean Scale Score

328.4

321.64

324.53

   % Advanced

11%

10%

12%

   % Proficient

23%

20%

24%

   % Basic

33%

34%

26%

   % BB or FBB

31%

36%

38%

2007 CST Proficiency

Mathematics

CST Mathematics

Algebra 1

Geometry=

Algebra 2

   Students Tested

808

590

324

   Mean Scale Score

282.96

277.99

275.07

   % Advanced

0%

1%

0%

   % Proficient

7%

6%

7%

   % Basic

24%

21%

18%

   % BB or FBB

69%

72%

75%

2007 CST Proficiency

Social Science and Science

CST

World Hist

US Hist<= /span>

Biology<= /span>

Chemistry

   Students Tested

790

625

771

218

   Mean Scale Score

302.6

329.6

316.2

311.62

   % Advanced

3%

13%

4%

2%

   % Proficient

16%

22%

16%

9%

   % Basic

37%

29%

43%

53%

   % BB or FBB

44%

36%

38%

37%

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&nb= sp;

Califo= rnia English Language Development Test (CELDT) 2006-2007

Scores by Proficiency

Grades

Total = Tested

Overall Proficiency

&= nbsp;

Advanc= ed

31%

Early Advanced

40%

Interm= ediate

15%

Early Intermediate

6%

Beginn= ing

8%

Total = Tested

821

&nb= sp;

A-G Course Enrollment     2007

Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission (Grades 9-12)
The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated by dividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) by the total number = of pupils in all courses (also a duplicated count) for the most recent year.

Number of Pupils
Enrolled in all Courses=

Number of Pupils Enrolled
In Courses Required
For UC and/or CSU Admission<= o:p>

Percentage of Pupils Enrolled
In Courses Required
For UC and/or CSU Admission<= o:p>

18458

11906

64.5

Demographic Information and Graduation Rates

2004-0= 5

2005-0= 6

2006-0= 7

ENROLLMENT

3,432

3225

3340

= Special Ed.    Enrollment<= o:p>

727

657

640

     African Americ= an

743 (21.3%)

19%

19.5%

     Hispanic or La= tino

1,727 (49.5%)

57%

61.8%

     White not Hisp= anic

891 (25.5%)

20%

15.4%

     English Learne= rs

791

832

844

Graduates

588

531

422

UC/CSU Eligible Gr= ads

77

89

91

Dropouts

25

24

24

1 Year Dropout Rat= e

.7

.6

.6

4 Year Dropout Rat= e

3.6

3.5

3.5

% Fully Credential= ed Teachers

73.4

74%

76%

Free and Reduced P= rice Meals

1,370

1365

1478

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ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

The following statements characterize education= al practice at this school:

=

1.      Alignment of curriculum, instruction and materials to content and performance standards:

Palmdale High School faculty implement the AVUHSD curriculum that is aligned with state standards. On a regular basis, teachers meet = in teams (vertical/horizontal) to refine their instructional practices facilit= ate mastery of the standards. PHS faculty has been provided with their content standard posters so that they = may refer to the standard that they are addressing. Teachers are encouraged to discuss the standards and their importance with students in their classes. =

Co= llaborative teams and departments are currently beginning to use Achieve Data to create standards based benchmark exams, midterms and finals. The common vocabulary terms are shared between departments and are posted on the website. Our teachers regularly attend district, site and state provided workshops that address curriculum, assessment and reflection.

Our modified schedule (Flex Wednesdays) provides time for teachers to collaborate with grade level, con= tent area and cross-curricular peers. In addition, our school administration has spent time observing lessons, providing feedback and conferring with teache= rs regarding student achievement. All our site expenditures can all be linked = to the provision of rigorous, standards-based instruction. <= /p>

We have also implemented an instructional coaching model at PHS. In this system, teachers observe each other, meet to discuss data, provide each other feedback and collaborate to create common assessments.

2.      Availability of standards-based instructional material appropriate to= all student groups:

All departments have access = to state and district adopted instructional materials. New textbooks that are aligned with the standards have been purchased for English, Math, Social Studies, and Science within the past several years. Te= xtbooks are adopted and approved by AVHSD after a thorough and inclusive review. Funding is available to all teachers to purchase additional support materials. PHS has gone through the process of approving several of the texts in order to meet the unique needs of the students. In addition, our traditionally underserved populations are now provi= ded and High Point texts. These texts scaffold learning and provide age appropr= iate content for students who are reading significantly behind grade level.

3.      Alignment of staff development to standards, assessed student perform= ance and professional needs:

Our teachers are provided st= aff development opportunities in a variety of settings. We have offered needs b= ased staff development led by teacher leaders. We have also accessed the service= s of presenters from organizations such as Teacher Centered SB 1193. Our teachers have expressed their strong desire to improve their understanding of standa= rds and assessment. Our teacher leaders will present on instructional topics to include the California High School Exit Exam, Homework policies and effecti= ve instructional practices (Marzano).

In addition, we have impleme= nted a teacher centered staff development program which is based on teachers prese= nting to teachers. We have had tremendous success with this program and expect to continue the program in the years to come. We also plan to implement AVID trainingschool-wide.

4.      Service provided by the regular program to enable Under-performing st= udents to meet standards:

Intensive curriculum blocks = are built into the school calendar in order to provide students with instruction that is focused on specific student needs.= Teachers provide additional tutoring after-school, along with tutors that are available to students during the normal school day and after-school. Networked datab= ase provide teachers access to assessment data and graphic displays of student achievement so that they can provide guidance to students within their classroom. Our teachers implement the following instructional practice= s to remedy academic achievement barriers: (a) direct instruction (b) Marzano strategies (e.g. summarization, compare/contrast, and note taking) (c) collaborative learning (d) Specifically designed academic instruction in English (SDAIE). Additionally, we employ the services of three bilingual instructional aides to support our growing English Learner population.

5.      Services provided by categorical funds to enable Under-performing students to meet standards:

Categorical funding provides= the following services: (a) after school tutoring (b) in-school support classes such as Math Intervention and Skills for Success (c) Content area coaches (= d) our Teacher on Special Assignment who handles daily special education issue= s, IEPs and other related tasks (e) Title III counselor focused on the needs o= f EL students, and (f) an intern counselor focusing on Seniors who have yet to p= ass the CAHSEE.

6.      Use of state and local assessments to modify instruction and improve student achievement:

Assessment data is readily available to teachers and students in every classroom over the networked database. Transcript Evaluati= ons provide data on both state and local assessments and is used to guide discu= ssions during department meetings and staff development events.

PERFORMANCE DATA SUMMARY

Written observations:

Palmdale High School= students have been aggressively persuaded to attempt multiple challenging courses. As a result, our school has experienced significant growth in our Academic Performance Index score. The administrat= ive and counseling staff at PHS has made it a collective responsibility to find= our most capable students and challenge them to consider their career/collegiate goals, participate in Advanced Placement courses, and prepare to secure col= lege admission.   <= /span>

&nb= sp;

English Language Arts:

On the C= AHSEE, 36% of our 10^th graders demonstrated proficiency in English Lang= uage Arts. Our English Learner and socio-economically disadvantaged subgroups demonstrated above 25% proficiency levels on the CAHSEE. On the CSTs, 30% of our 11^th grade students demonstrated proficiency.

&nb= sp;

&nb= sp;

Math:

On the C= AHSEE, 29% of our 10^th graders demonstrated proficiency in Mathematics.= Our English Learner and socio-economically disadvantaged subgroups demonstrated above 20% proficiency levels on the CAHSEE. On the CSTs, both the 9^{th<=
/sup>
and 10^th grade subgroups experienced increased numbers of studen=
ts
demonstrating proficiency.}

&nb= sp;

&nb= sp;

Summary:=

Based on= our achievement data, our dedicated staff is prepared to implement the aforementioned aspects of this school site plan to improve student achievem= ent outcomes for all PHS students.

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CATEGORICAL FUNDING ALLOCATED= TO THIS SCHOOL

The following sta= te and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

State Programs

= ;

Economic Impact Aid/ State Compensatory Educatio= n         &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;           $       &nbs= p; ___

Purpose: &n= bsp; Help educationally disadvantaged students succeed in the regular program.

=

=

Economic Impact Aid/ English Learner Program        &= nbsp;        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; &nb= sp;          $ 46,035

Purpose: &n= bsp; Develop fluency in English and academic proficiency of English Learners.=

=

=

Professional Development            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =           $       &nbs= p; ___

Purpose: &n= bsp; Promote school improvement through long-term professional development of school sta= ff.

School Improvement Program            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp; $       &nbs= p; ___

Purpose: &n= bsp; Improve school response to educational, personal, and career needs of all students.=

        &= nbsp;

Other State or Local Funds (list and describe) <= o:p>

  &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;       GATE        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;   $   20,000=

  &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;       II/USP        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            $ 131,760

            = ;

= ;

Elementary and Secondary Education Act (ESEA):

Title I: Targeted Assistance Program            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =      $ 39= 0,371

Purpose: H= elp educationally disadvantaged students achieve grade level proficiency.<= /o:p>

Title II: __ Certificated Professional Development        =             &nb= sp;            =             &nb= sp;         $   10,000

Purpose:

Title V: Innovative Programs            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;    $       &nbs= p; ___

Purpose: Support educational improvement, library, media, and at-risk students.

Other Federal Funds (list and describe):

  &nbs= p;         Title III – LEP    &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =    $     2,194=

  &nbs= p;         Title IV – School Safety and Violence Prevention            =             &nb= sp;            =             &nb= sp;       $   53,784      &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;         =

Total amount of state and federal categorical fu= nds allocated to this school:        =          = $ 654,144



SCHOOL SITE COUNCIL MEMBERSHIP

^{EC 64001(g)}

Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through= the Consolidated Application, by the school site council.^{EC 64001(a); EC 64001(=
(g)}

=

The current make-= up of the council is as follows:

Names of Members

Principal

Classroom

Teacher

Other School Staff

Parent or

Community

Member

Secondary

Student

Eric A. Riegert=

X

Julie Hoover-Ba= rnett

X

Carolyn Dondero=

X

Jefferson, Benj= amin

X

Hunt, Dianne

X

Alcuran, Georgi= ana

X

Austin, Susan

X

Llewellyn, Holl= y

X

Rubio, Bertha

X

Velasquez, Roma= n

X

Salas, Evangeli= na

X

Rangle, Joseph<= o:p>

X

Alt: Eiser, Dav= e

(x)

Alt: Hendricks, Nicole

(x)

RECOMMENDATIONS AND ASSURANCE= S

<= /p>
The School Site Council recommends this school plan and its related expenditures to the district governing school board for approval, and assures the board of the following:

=

= 1.&n= bsp;     The School Site Council is correctly constituted, and was formed in accordance with district governing board policy and state law.

=

= 2.&n= bsp;     The School Site Council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to materi= al changes in the school plan requiring board approval.

=

= 3.&n= bsp;     The School Site Council sought and considered all recommendations from the following groups or committees before adopting this plan:

=

_X_ Site Leadership Team

_X_ PHS Staff

_X_ English Learner Advisory Committee

_X_ Special Education Advisory Committee

_X_ Parent Advisory Committee

=

4.       The School Site Council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement, and believes all such content requirements have been met, including those found in district gover= ning board policies and in the Local Education Academic Plan.

5.       This school plan is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to impr= ove student academic performance.

=

6.       This school plan was adopted by the School Site Council on:   September 10, 2007        =             &nb= sp;       .

=

Attested:

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;

Eric A. Riegert     &nb= sp;            =     =                 =         &nb= sp;            =             &nb= sp;              &= nbsp;           =             &= nbsp;           &nbs= p;

Typed name of School Principal               Signature of School Pri= ncipal        &= nbsp;           &nbs= p;    Date

        =                    &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;

Julie Hoover-Barnett     = ;            &n= bsp;            = ;       =                 &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;         &= nbsp;           &= nbsp;           &nbs= p;

Typed name of SSC Chairperson   &n= bsp;        Signature of SSC Chairperson    &= nbsp;           &nbs= p;      Date

Subgroup= s	Lang. Ar= ts 95% Part Rate	Lang. Ar= ts Criteria= for ‘Met’ 2007	Lang. Ar= ts % Prof./= Adv. 2007	Lang. Ar= ts Criteria= for ‘Met’ 2007	*Math* *95% Part Rate*	*Math* *Criteria for ‘Met’* *2007*	*Math* *% Prof./Adv.* *2007*	*Math* *Criteria for ‘Met’* *2006-07*=
SCHOOLWIDE	98	YES Yes N/A N/A N/A YES N/A= YES YES YES Yes	36.5	YES YES N/A N/A N/A YES N/A YES YES YES NO	98	YES YES N/A N/A N/A YES N/A YES YES YES Yes	36.7	YES YES N/A N/A N/A YES N/A YES= YES Yes Yes
African-Am.	99	23	98	24.8
Am. Ind./Alaskan	100	--	100	--
Asian	86	--	100	--
Filipino	100	--	100	--
Hispanic or Latino	99	39.8	98	34.8
Pac. Islan= der	100	--	100	--
White	97	64.9	96	53.4
SES/Disadvtgd.	100	35.7	100	29.1
EL	96	33.5	96	27.2
Stud. w/ disabilities	96	11.8	95	13.8

CST English-Language Arts	Grade 9 =	Grade 10=	Grade 11=
Students Tested	827	597	566
Mean Scale Score	328.4	321.64	324.53
% Advanced	11%	10%	12%
% Proficient	23%	20%	24%
% Basic	33%	34%	26%
% BB or FBB	31%	36%	38%

CST Mathematics	Algebra 1	Geometry=	Algebra 2
Students Tested	808	590	324
Mean Scale Score	282.96	277.99	275.07
% Advanced	0%	1%	0%
% Proficient	7%	6%	7%
% Basic	24%	21%	18%
% BB or FBB	69%	72%	75%

CST	World Hist	US Hist<= /span>	Biology<= /span>	Chemistry
Students Tested	790	625	771	218
Mean Scale Score	302.6	329.6	316.2	311.62
% Advanced	3%	13%	4%	2%
% Proficient	16%	22%	16%	9%
% Basic	37%	29%	43%	53%
% BB or FBB	44%	36%	38%	37%

Grades	Total = Tested
Overall Proficiency	&= nbsp;
Advanc= ed	31%
Early Advanced	40%
Interm= ediate	15%
Early Intermediate	6%
Beginn= ing	8%
Total = Tested	821

Number of Pupils Enrolled in all Courses=	Number of Pupils Enrolled In Courses Required For UC and/or CSU Admission<= o:p>	Percentage of Pupils Enrolled In Courses Required For UC and/or CSU Admission<= o:p>
18458	11906	64.5

	2004-0= 5	2005-0= 6	2006-0= 7
ENROLLMENT	3,432	3225	3340
= Special Ed. Enrollment<= o:p>	727	657	640
African Americ= an	743 (21.3%)	19%	19.5%
Hispanic or La= tino	1,727 (49.5%)	57%	61.8%
White not Hisp= anic	891 (25.5%)	20%	15.4%
English Learne= rs	791	832	844
Graduates	588	531	422
UC/CSU Eligible Gr= ads	77	89	91
Dropouts	25	24	24
1 Year Dropout Rat= e	.7	.6	.6
4 Year Dropout Rat= e	3.6	3.5	3.5
% Fully Credential= ed Teachers	73.4	74%	76%
Free and Reduced P= rice Meals	1,370	1365	1478

Names of Members	Principal	Classroom Teacher	Other School Staff	Parent or Community Member	Secondary Student
Eric A. Riegert=	X
Julie Hoover-Ba= rnett		X
Carolyn Dondero=		X
Jefferson, Benj= amin		X
Hunt, Dianne		X
Alcuran, Georgi= ana			X
Austin, Susan				X
Llewellyn, Holl= y				X
Rubio, Bertha				X
Velasquez, Roma= n					X
Salas, Evangeli= na					X
Rangle, Joseph<= o:p>					X
Alt: Eiser, Dav= e		(x)
Alt: Hendricks, Nicole		(x)