S U P P O R T P R O G R A M S
before lunch for all students that have two or more Ds and/or Fs in any of their classes. Students
assigned to Advisory are required to attend the three-week Advisory cycle, four days a week with one of the
teachers that they have a D or F. During the first four weeks of school, all freshmen are placed into a Freshmen Advisor that are run by Link Crew upperclassmen mentors, and are exposed to the many activities on campus while doing team-building activities. Students who have zero to one D and/or F have an extended 56-minute lunch period during which they can take advantage of a number of different activities during the 26-minute Advisory period
Focus on Literacy
One of our greatest challenges is the increasing number of students entering our school who are reading
at or below the sixth grade level. Although the percentage of students scoring Advanced and Proficient
on the English Language Arts (ELA) CST has gone up over the past three years, Monte Vista recognizes
the need to continue improving student literacy through a school-wide effort. Therefore, a multi-
disciplinary Literacy Team has been developed where teachers demonstrate how to use various graphic organizers and summarizing techniques; all departments have agreed to use these strategies in their instruction. Also, the Literacy Team will continue to gather input from staff members about areas of
concern regarding literacy and look at ways to conduct on-site professional development strands in
order to begin to consistently implement best practice literacy strategies school-wide. The focus for
2011-12 will be to continue school-wide efforts to develop and refine the use of graphic organizers and
summarization techniques as well as begin to share and implement student engagement strategies in
order to more fully engage students, thus making them more responsible for their own learning.
Achieve 3000 is an additional Tier I literacy program for all freshmen enrolled in Discovering Technologies
and Geography IC. Achieve 3000 is an online program that offers over 10,000 articles all written at
varying lexile levels. Students take an initial lexile leveler assessment and then read and respond to the
same article, but written at the lexile level of each individual student. Students retest after completing
40 articles and then the lexile level is reset in order to continue to challenge the students to grow in
their reading abilities.
Using data to identify student deficiencies, Monte Vista has established four sections of reading support classes. All freshmen enrolled in English IC were administered the NorthWestern Evaluation and
Assessment (NWEA) diagnostic test that provided a breakdown of gaps for each student's literacy
levels/skills. In conjunction with our feeder middle school recommendations, their NWEA results, and
their ELA CST scores, students scoring below sixth grade level and/or scoring Far Below Basic or Below
Basic on their most recent CST English Language Arts were possible candidates for a reading support
class. Along with retesting all reading students at the end of the first semester and end of the year to
help determine growth and persistent gaps, the Oral Language Fluency (OLF) assessment is given to
students in the Reading Program in order to further gauge their growth. As mentioned earlier, using Title I funds, 20 new computers and the online version of Read 180 were purchased over the summer.
CAHSEE Intervention Classes
Continuing to use data to drive instruction and instructional decisions, it was decided to provide three
sections of English Language Arts (ELA) CAHSEE intervention classes and three sections of mathematics CAHSEE intervention classes in the middle of the school day during the second semester of 2010-11
school year in order to provide additional time and support to sophomores identified as not passing the
CAHSEE on the first attempt. Students were initially identified using their 9th grade ELA and math CST
scores and their CAHSEE Diagnostic Test for ELA and the EEMAP Diagnostic Algebra Test results given
in the 9th grade. Further confirmation of deficiencies were made by cross-referencing identified students' Benchmark CAHSEE Tests results that were given in their sophomore English and math classes as well as teacher input, recommendations, and student attendance.
The Learning Center is a dropout prevention/credit-recovery program where students are required to
attend school two hours a day where they check in with the teacher, do work, and ask for help. Then, students are required to do another two to four hours of work on their own at home. The goal is to have students do the equivalent of a minimum of four hours worth of work each school day. Students work on
one class at a time and credit is issued based on the amount of work they complete, not their seat time.
The Learning Center offers three, two-hour blocks with two teachers and approximately 30 to 45 students
per block. Priority of student selection is as follows: fifth-year seniors, seniors, and then juniors. Only on
rare exceptions are underclassmen admitted (health issues, pregnancies, and/or severe circumstances).