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Chapter 1:
Significant Developments
Since our last full WASC Self-Study in 2018, our school has undergone significant changes and events that have impacted both our curriculum and environment. The COVID-19 pandemic necessitated a transition to distance learning from March 2020 to June 2021. As a New Tech school, we benefited from a 1:1 Chromebook program and early adoption of Canvas, facilitating the shift. However, many students, particularly from our predominantly Latinx (84%), socioeconomically disadvantaged (71.1%), English Language Learners (25.3%) and students with disabilities (16.3%) community, struggled with engagement and increased responsibilities at home, leading to higher levels of anxiety. Since 2018, our school has experienced leadership transitions, with three principals: Mr. David Porter in 2018, Mr. Marco Menendez from 2018 to 2021, and Ms. Honey Gubuan, who has served as principal since July 2021. Additionally, there have been four changes in associate principals during this period. In the fall of 2023, three new associate principals joined our four-member administrative team. The fourth position, newly introduced district-wide in fall 2023, focuses specifically on overseeing Tiered Support Services. Additionally, in August 2023, our school, unfortunately, faced two traumatic violent incidents that resulted in the physical assault of a staff member and the stabbing of two students. These events galvanized the community and led to a heightened focus on campus safety. As a result, we hired a second campus monitor, a third social worker specializing in positive behavior interventions, and expedited a fence-building project completed in Fall 2024.
Furthermore, the addition of an MTSS Coordinator and Inclusion Specialist in 2021–2022 strengthened collaboration and support for diverse learners by increasing communication and support. Upon returning in Fall 2021, we expanded mental health services, growing our Wellness Center with Tier 2 and Tier 3 group and individual counseling, and adding a behavioral social worker specialist in 2024. A more accessible Wellness Center location was introduced in Fall 2024. In 2022–2023, we launched designated ELD courses, eliminating sheltered classes to support inclusivity. Prior to this, newcomer students within our boundaries were transferred to other schools that provided the Multilingual support. The shift to offering ELD courses has required our staff to adapt their instructional strategies to better support English Learners. By 2023–2024, inclusion courses for Math 1 and English integrated students with IEPs and general education students, with plans for push-in support in Science in 2024–2025.
Despite our efforts, our school was identified for Additional Targeted Support and Intervention (ATSI) in 2023–2024 due to the low graduation rates among students with disabilities and English Language Learners. We received $250,000 to enhance student services following Comprehensive Support and Improvement (CSI).
Implementation and monitoring of SPSA
The School Site Council (SSC) plays a critical role in overseeing the implementation and monitoring of the School Plan for Student Achievement (SPSA). This process is highly collaborative and involves multiple stakeholders. Beginning each January, department chairs, teachers, parents, and students review student progress and identify key learner needs during their respective group meetings. These discussions help shape the SPSA action items.
The writing of the SPSA is finalized in May, ensuring that all groups have ample opportunity to provide meaningful input. Throughout the school year, the SSC continues to monitor the plan’s progress by reviewing routine reports during monthly SSC meetings. Any necessary adjustments to actions or budgetary allocations are revisited by the SSC to ensure the SPSA remains aligned with the evolving needs of our students and school community.
Progress of SPSA sections and growth areas from last self-study visit (2018)
Since our last self-study visit in 2018, our school has made significant progress in several key areas of the School Plan for Student Achievement (SPSA). These goals are closely aligned with the Local Control Accountability Plan (LCAP) to ensure we are meeting both district-wide objectives and the specific needs of our student population. Below is a summary of our progress and growth areas:
Goal 1: Preparing Students for College and Career
LCAP Goal: Increase College and Career Readiness
SPSA Goal: Provide high quality instruction, learning opportunities, as well as counseling and guidance to prepare every student to graduate ready for college and career.
Our school is dedicated to preparing students for college and career success through enhanced programs and initiatives. A key component of our strategy is the partnership with San Jose State University (SJSU) through the Spartan East Side Promise, which guarantees admission to SJSU for students meeting A-G requirements and maintaining a 2.75 GPA, provided they complete their CSU application by December 2nd of their senior year. This opportunity has been actively communicated within our community to ensure broad awareness.
In addition to this partnership, we have expanded our Advanced Placement (AP) offerings to include AP Chemistry, AP Precalculus, and AP Calculus AB, providing students with rigorous academic challenges that prepare them for higher education. Our commitment to career readiness is evident through initiatives such as Comet Con, our biannual Career Day, where alumni and community professionals share career insights, and the Entrepreneur Pop-Up introduced in Spring 2023, allowing small business owners to showcase their ventures and connect with students.
To support financial readiness, we offer Cash for College FAFSA workshops to boost financial aid applications and Higher Ed Days, which includes college-going workshops for 11th and 12th graders and a college fair featuring over 30 colleges and universities. We maintain our membership in the New Tech Network.
To ensure accessibility, we cover the full cost of AP exams for students. School counselors meet one-on-one with each student, prioritizing those with disabilities to ensure they are placed in the least restrictive environment and have access to college prep courses. We support Project-Based Learning (PBL) and Problem-Based Learning (PrBL) experiences through field trips and community partnerships.
Goal 2: Increase Graduation Rates
LCAP Goal: Increase Graduation Rate
SPSA Goal: Provide the physical, emotional, social, and academic supports to ensure all students are making appropriate yearly progress toward high school graduation.
To increase graduation rates, our school has adopted a holistic approach, providing targeted support for students at risk of not graduating. Key initiatives include structured case management and credit recovery programs like Comet Academy, which helps students make up credits through EdGenuity, and transition programs such as Pathway to Success (180) for 9th and 10th graders, offering academic and emotional support to keep students on track. We prioritize parental involvement through regular Cafecito sessions with the principal to improve communication and support. Our partnership with PIQE (Parent Institute for Quality Education) allows us to host biannual workshops where parents learn about the U.S. education system, how to support their child's socio-emotional needs, and ways to encourage their students to graduate and pursue higher education. Every semester, teachers organize Parent-Teacher Conference and Resource Nights, enabling parents to collect report cards, meet teachers, and connect with community resources. Students receiving Ds and Fs are encouraged to attend these conferences.
Counselors meet with each student at least three times per year to review graduation progress, addressing strengths and needs. We further engage parents with coffee chats, committee participation, and workshops, providing support in navigating the CANVAS learning management system.
Teachers receive professional development in Project-Based Learning (PBL), Problem-Based Learning (PrBL), Social-Emotional Learning (SEL), Multi-Tiered Systems of Support (MTSS), grading for equity, and restorative practices, ensuring they are equipped to meet diverse student needs. Special attention is given to students with disabilities through least restrictive environment (LRE) practices, co-teaching models, and IEP accommodations, with case managers, counselors, and teachers collaborating to monitor progress.
We implement positive parent communication each grading period, hold semesterly parent conferences, and expand attendance at the Comet Homework Center and other after-school programs, offering direct support for assignments, projects, and tests. Classified staff support case managers by scheduling IEP meetings and connecting parents with teachers, ensuring a comprehensive support system for all students on their path to graduation.
Goal 3: Increase Success Rates for English Language Learners (Multilingual Learners)
LCAP Goal: Increase success rates for our English Language Learners
SPSA Goal: Provide the program, supports, and instructional strategies to obtain English proficiency and the overall academic success of short-term and long-term English Language Learners.
To increase success rates for English Language Learners (ELL), we have implemented initiatives focusing on academic support, parent engagement, and teacher development. Reviving the English Learner Advisory Committee (ELAC) fosters parent involvement, ensuring families are engaged and provided resources.
Our teachers collaborate with the EL Subject Area Coordinator (SAC) and Inclusion Specialist to develop strategies tailored to English Learners, including those with disabilities. Professional development opportunities on differentiation, Project-Based Learning (PBL), Multi-Tiered Systems of Support (MTSS), Social-Emotional Learning (SEL), and restorative practices further equip teachers to support ELL students.We recently introduced an EL support system that allows teachers to provide assistance in EL-dense courses during their prep periods.
To ensure ELL students are fully informed and supported, we provide academic counseling in their primary language, primarily Spanish, at least three times annually. Graduation requirements and key information are communicated in native languages for accessibility. English conversational classes help students improve proficiency and encourage program attendance. Motivational guest speakers address specific needs of ELL students, while a team of teachers and administrators attended a seminar at the Santa Clara County Office of Education to enhance multilingual learner strategies. These initiatives create a supportive environment to boost academic success for English Language Learners.
Goal 4: Decrease behaviors that lead to suspensions
LCAP Goal: Sustain Safe, Restorative, and Positive School Climates
SPSA Goal: Establish and sustain healthy school cultures through relationship-centered practices to keep students engaged in their learning environment.
Our school has implemented restorative and supportive initiatives to reduce behaviors leading to suspensions and create a positive, inclusive environment. Programs like Comet Academy provide support to credit-deficient students, while Turnaround 180 and Wellness Center Groups address social and emotional challenges. Restorative programs such as Girasol for female students and Joven Noble for male students foster positive relationships and community-building, promoting engagement and belonging.
Through multi-tiered systems of support (MTSS) and trauma-informed practices, we address academic, behavioral, and social-emotional needs, regularly evaluating intervention effectiveness. Our campaign reinforces core values—Trust, Respect, and Responsibility—throughout the year.
We emphasize positive communication between staff and parents, recognizing student successes to promote a strong academic image. Students needing additional support access interventions like drug and alcohol counseling, anger management, truancy prevention, and gang intervention. Partnerships with organizations like New Hope for Youth provide one-on-one and group services, while community service hours serve as an alternative to suspension. To promote inclusivity, we support activities led by the Student Equity Council and provide staff training on school-wide expectations. These efforts hold students accountable while equipping them with the tools and support needed for success in a restorative environment
Goal 5: Decrease Chronic Absenteeism
LCAP Goal: Increase Attendance and Reduce Chronic Absenteeism
SPSA Goal: Engage with and connect students and families to appropriate staff, supports, and programmatic alternatives to increase student attendance in school.
To address the issue of chronic absenteeism, we have implemented several key initiatives aimed at increasing student attendance and re-engaging those who struggle with truancy. One of the foundational strategies is the use of automatic phone calls when students miss one or more periods by the third period of the day, ensuring that parents are immediately informed. This year, we implemented the MINGA app, which tracks students when they leave the classroom and serves as a valuable tool for conversations with parents during attendance meetings. Additionally, our PCIS and members of the Comet Support Team conduct home visits to connect families with the necessary resources, making a direct impact on students who are habitually absent.
We hold weekly CARE meetings to address referrals and assign appropriate support based on individual student needs. To further reinforce the importance of school attendance, we are developing a campaign and school-wide lessons that emphasize the consequences of truancy, supported by automated reporting of absences through the Remind app. Our collaboration with New Hope for Youth allows us to directly engage students who are truant, providing them with the behavior assistance they need in the classroom.
In addition, a re-engagement and transition class has been established to support students with behavioral challenges. These comprehensive efforts are designed to decrease chronic absenteeism by providing support at multiple levels , helping them positively reconnect with school.
Goal 6: Support for Homeless and Foster Youth
LCAP Goal: Increase Graduation Rates of our Homeless and Foster Youth
SPSA Goal: Increase graduation rates, services, and interventions for our homeless and foster youth.
To better support our homeless and foster youth populations, we have strengthened partnerships with community-based organizations, such as New Hope for Youth, to provide essential services, mentorship, and targeted interventions. These collaborations enable us to connect students to vital resources that address both their academic performance and emotional well-being, helping them navigate the unique challenges they face.
Internally, we have focused on increasing staff awareness and enhancing collaboration to meet the specific needs of these students. Professional development sessions and regular updates keep staff informed and equipped to identify and support struggling students. We have also implemented systems that facilitate ongoing coordination among teachers, counselors, social workers, and other staff to create individualized plans tailored to each student. Regularly scheduled check-ins involving students, guardians, counselors, and social workers further ensure a comprehensive approach.
Evaluation of how major student learner needs and areas of growth have been addressed
The prior WASC (Western Association of Schools and Colleges) findings have significantly influenced school improvement efforts at JLHS, driving targeted initiatives to address identified areas of growth. One key area has been the continued development and implementation of the school’s instructional focus on New Tech, Project-Based Learning (PBL), and Problem-Based Learning (PrBL). To support this, the school introduced a partnership with an NTN (New Tech Network) coach, began the school year with professional development, and implemented learner centered practices like "Knows/Need to Knows," "Chalk Talk/Think-Pair-Share," and the "Praise, Question, Suggestion" protocol, alongside our district-wide vocabulary focus, which has fostered a collaborative, inquiry-based approach to teaching.
Additionally, professional development opportunities have been enhanced to include research-based strategies in differentiation, technology integration, and formative and summative assessments. These efforts are supported by mini professional development sessions, resources from district-level pull-out days, and seminars focused on teaching multilingual learners, making valuable literature and strategies accessible to staff through a dedicated website resource page. To further support student achievement,certain departments have prioritized the development of curriculum maps and common practices tied to agreed-upon priority standards across departments. These changes have enabled deeper student engagement with the material, ensuring that content is not rushed but thoroughly explored. The creation of common assessments and rubrics aligned with these standards is also underway, with the goal of ensuring that students master essential content and are prepared for graduation, college, and careers.
Communication has also been strengthened, both within the school and with the district. Weekly staff updates via "Comet Notes," Tuesday videos for students, and monthly meetings between school and district leadership have opened clearer channels for dialogue. Efforts are being made to further enhance communication by providing multilingual resources for parents, though more work remains to make the entire school website accessible.
Attendance, graduation rates, AP pass rates, and college and career readiness continue to be a focus. Counselors meet with students multiple times throughout the year, starting with seniors, and involve parents through in-person and Zoom meetings. College-going initiatives, additional AP classes, and tutoring services such as TutorMe and partnerships with Bay Area tutors have been implemented to support student success. These efforts demonstrate the school’s commitment to continuous improvement in response to WASC recommendations.
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