Category A:
Organization: Vision and Purpose, Governance, Leadership, Staff, Resources

Findings

Vision: Every student graduates prepared for college and career empowered to transform their lives, their community and thrive in a global society

Mission: At James Lick, a New Tech School, we provide an inclusive, safe, and engaging learning environment that inspires problem solving and innovation to prepare all students for postsecondary education and career.

Summary: Our vision and mission is aligned to our district’s, to ensure all students graduate prepared for college, career, and are active participants in a global society. We revisit our vision and mission during each WASC accreditation cycle to ensure its relevance and alignment with stakeholders.

Findings

Our vision highlights our dedication to creating a safe, inclusive, and caring learning environment where every student feels valued and empowered to succeed. Central to this commitment is the emphasis on preparing students for post-secondary success, equipping them with the skills needed to thrive in higher education, careers, and as contributing members of society. Our New Tech model of project-based learning fosters problem-solving, innovation, and engagement, further promoting inclusivity and collaboration among students. 

Findings

Our school ensures meaningful stakeholder involvement in developing, reviewing, and refining its vision, mission, and schoolwide learner goals. The school fosters parent engagement through Cafecito meetings offered at varied times to accommodate schedules and encourage participation. Additionally, multiple LCAP (Local Control and Accountability Plan) and SPSA meetings are conducted in different languages, with in-person and virtual options, ensuring accessibility and inclusivity for families. These efforts have increased parent participation. For staff, input is gathered through Department Chair meetings, Leadership Retreats, departmental meetings, and prep period discussions, providing opportunities for all teachers and staff to contribute to decision-making.

Findings

James Lick High School employs effective and diverse communication strategies to ensure all stakeholders understand the school’s vision, purpose, and schoolwide learner goals/graduate profile. Information is shared through various modalities, including videos, newsletters, text messages, emails, and translations in multiple languages, making it accessible to all members of the school community. For students, the weekly Tuesday 4th-period Comet video reinforces the New Tech Pillars and consistently highlights the Spartan East Side Promise. Parents and families engage through morning or evening meetings like Cafecito, and ELAC. These sessions focus on navigating the school system, understanding high school graduation requirements, utilizing available resources, and planning for post-high school opportunities. 

Findings

Our community has a clear understanding of the role of the governing board and how its decisions and initiatives guide the school’s work to improve academic achievement and student well-being. Our School Site Council, composed of administrators, certificated and classified staff, parents, and students as voting members, plays a key role in aligning school policies with district guidance. Key policies, such as behavior and discipline through the UBR, graduation requirements based on district or state standards, and post-high school planning initiatives like the Spartan Promise, the Annual College Fair, and partnerships with SVCTE, reflect district priorities. School board members make site visits to engage directly with teachers and staff, reinforcing a connection between governance and school-level practices. Additionally, district leadership, including representatives from business services, HR, and instructional services, regularly visit the school to ensure alignment of policies and practices. Associate Superintendent Teresa Marquez actively participates in School Site Council and ELAC meetings to gather feedback on LCAP decisions.

Findings

The CARE team, composed of APTS, PCIS, advisors, counselors, social workers, and community-based organizations, meets weekly to review staff referrals and Early Warning System (EWS) data, ensuring coordinated Tier II and III support for students. Meanwhile, the Math department collaborates to analyze student performance and course data, using these insights to refine instructional practices, particularly in Math 1 and in preparation for the 25-26 transition to Algebra I and Geometry.

Findings

Our school leadership and staff demonstrate a commitment to shared decision-making, accountability, and reflective practices to support student learning, especially to those new to the country. The administrative team consists of four administrators with specific duties and responsibilities as well as general responsibilities, along with the Principal - APTS (Associate Principal of Tiered Services) manage our 504/SST program, AP/ELPAC testing, and Tiered Services - APA (Associate Principal of Administration) manage facilities, safety, and discipline - APED (Associate Principal of Educational Development) manages academics, courses, academic progress, college and career preparation. They meet weekly with fidelity to ensure alignment and consistency in decision-making. The School Site Council meets monthly, while Department Chairs meet up to twice monthly. Departments are offered optional pullout days to address concerns, develop strategies to meet the diverse needs of students, and create actionable plans to ensure equitable access and success. 

Findings

Our Single Plan for Student Achievement (SPSA) is aligned with the district’s Local Control and Accountability Plan (LCAP) and is driven by an analysis of student achievement and other relevant data. The SPSA is shared with and reviewed by parents, staff, and student representatives to ensure a collaborative approach to schoolwide planning. Forums such as Cafecito and Café de la Cena provide opportunities for parents to engage in discussions about the SPSA, while representatives from the School Site Council and other voting members review and approve the plan or suggest areas for improvement. This inclusive process ensures that the SPSA is reflective of the school community’s needs and priorities, focusing on increasing student learning and achievement.

Findings

Our school ensures that leadership and staff are qualified through adherence to district and school procedures for hiring, supervision, and professional development. The school benefits from a mix of highly tenured staff while also experiencing high turnover among newer teachers. Most teachers at the school are fully credentialed. School administrators follow district guidelines for teacher evaluation, conducting formal evaluations annually for probationary teachers during their first three years, every other year up to the fifth year, and every five years thereafter for veteran teachers. In addition to formal evaluations, administrators conduct regular informal classroom visits to provide feedback and support. 

Findings

In the spring, staff are encouraged to sign up for summer PD opportunities. Those who attend summer conferences share their learnings during per diem PD days.

Before the school year begins, 2-3 per diem PD days focus on PBL and learner-centered instructional practices.

During the school year, departments can request pull-out PD days, planned collaboratively with SACs, admin, and department chairs.

Staff can also request to attend PD by submitting a PDC proposal. Lunch and Learns, hosted by the MTSS coordinator, address topics based on teacher needs, and staff participate in Instructional Rounds twice a year.

A collaboration calendar is published to keep staff informed of upcoming events and activities.

Our school effectively supports professional development by offering summer PD opportunities, per diem sessions focused on PBL and learner-centered practices, and pull-out PD days planned with SACs, admin, and department chairs. Teachers can request additional PD through a PDC proposal process, while Lunch and Learns and biannual Instructional Rounds provide ongoing collaboration and targeted support. These efforts foster teacher growth and align with academic and college-career readiness goals. Evaluating the direct impact of these initiatives on student learning could further refine and enhance professional development effectiveness.

Findings

Staff receive Weekly Comet Notes via email, detailing weekly events, deadlines, and important updates. Additional resources are available through the staff handbook and an Internal Staff Website containing instructional materials and essential documents.

Students receive announcements twice weekly via overhead announcements during 4th period and through the Tuesday Comet Video. Policies, practices, and updates are also shared via Instagram and the Remind app.

Findings

The admin team meets weekly to address key focus areas such as supervision, safety, and instruction.

Leadership teams, including admin and teacher leaders, meet 1-2 times monthly—such as department chairs, MTSS/PD Committee, and School Site Council—to review school progress and align efforts with SPSA and LCAP goals.

Findings

Our Associate Principal of Educational Development (APED) serves as the primary instructional liaison with the district office, attending the Instructional Policy Committee (IPC) where decisions on curriculum and materials are made.

Department chairs participate in monthly meetings with the district’s Subject Area Coordinator (SAC) and chairs from other schools to discuss curriculum, instructional practices, and resources.

Teachers can submit proposals for curriculum-related field trips, which, if approved, are fully funded by the Title I budget, including transportation and related costs.

Our school ensures transparency in acquiring instructional materials through the APED's role with the district IPC and monthly department chair meetings with SACs to align curriculum and resources. Teachers can propose fully funded, curriculum-based field trips, promoting equitable learning opportunities. Improved communication could further enhance accessibility and understanding of these processes.

Findings

We adhere to district guidelines, developed by the Instructional Policy Committee and approved by the Board, for all textbooks and primary instructional materials.

Students access their primary and secondary online resources, including textbooks, digital apps, and course-specific software, through the single sign-on platform arms.esuhsd.org.

Teachers can request additional secondary instructional materials through their department chair and administration, with funding available through the Title I budget.

Our school effectively manages instructional materials by following district-approved guidelines and providing students seamless access to resources via the arms.esuhsd.org platform. Teachers can request additional materials through department chairs, supported by Title I funds. Streamlining processes and expanding resources could further enhance access and effectiveness.

Findings

Our Associate Principal of Administration (APA) manages facilities, ensuring maintenance requests are managed through a daily-monitored work order system at both the site and district level.

Our facilities are maintained by a dedicated team, including one gardener, two day custodians, and three night custodians, who ensure classrooms and buildings are clean and functional.

We are fully compliant with all mandates, including Williams, Fire, FIT, and Keenan training. Evacuation maps are up-to-date and posted in all classrooms, with staff trained on emergency procedures twice a year.

Our school is equipped with robust technology infrastructure, including campus-wide wifi (with guest access), 1:1 Chromebooks for students, laptops for staff, and hotspots for student use. In-ear translators are also available for classroom use, supporting multilingual needs.

Our school ensures safe, functional, and well-maintained facilities that support student achievement and digital learning. A monitored work order system and dedicated staff maintain cleanliness and functionality, while compliance with mandates and regular emergency training ensure safety. Robust technology, including 1:1 Chromebooks, wifi, hotspots, and in-ear translators, supports equitable access. Expanding resources could further enhance the learning environment.