Chapter 4:
Strengths, Areas of Growth,
and Major Student Learner Needs

James Lick High School demonstrates significant strengths that create a vibrant and supportive learning environment. Its well-qualified and caring staff foster strong, family-like relationships with students, ensuring both academic success and emotional well-being. The school offers a robust curriculum, including AP courses, interdisciplinary projects, and culturally relevant teaching practices, alongside diverse extracurricular activities and athletics that encourage student participation and school spirit. A supportive Wellness Center, positive teacher-student interactions, and a close-knit community culture further strengthen the school. Recent safety enhancements and improved school spirit highlight the school’s commitment to creating a secure and engaging environment.

However, areas of growth include expanding academic opportunities, such as more AP courses, electives, and career-focused programs, and enhancing resources for athletics and extracurricular activities. Improved support for EL and SPED students is critical, including better placement processes, curriculum accessibility, and bilingual resources. Parent engagement, though improving, could benefit from flexible options like evening Cafecitos and initiatives to strengthen the school-to-home connection. Additionally, addressing campus cleanliness, enhancing communication, and fostering greater participation in school events and activities remain priorities. Increased support for drug and tobacco prevention programs and flexibility in teacher expectations are also needed to create a more inclusive and supportive environment.

Major student learner needs focus on improving foundational skills in math and English, providing better academic and emotional support, and preparing students for college and careers. Students need targeted intervention programs, real-world skill-building courses, and consistent encouragement from teachers and families. Addressing attendance challenges, fostering parent involvement, and creating a more equitable and accessible learning environment are also essential to ensuring all students feel supported and motivated to succeed. By addressing these areas, the school can continue to build on its strengths and better meet the diverse needs of its community.

Strengths

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

• Clear and Aligned Vision/Mission
  The school has a well-defined vision and mission that are closely aligned with the district’s goals, regularly revisited, and communicated to all stakeholders, ensuring a coherent purpose that guides decisions and instruction.

• Strong Stakeholder Engagement
  Multiple avenues for parent, student, and staff participation—such as Cafecito, CaféCena, School Site Council, and department/ITL meetings—demonstrate the school’s commitment to meaningful collaboration and inclusive decision-making.

• Robust Professional Development and Collaboration
  The partnership with New Tech Network, ongoing departmental pullouts, PD proposal processes, and regular committee meetings (e.g., PD/MTSS, 18.4 Committee) illustrate a strong focus on continuous learning, shared leadership, and data-informed instructional improvement.

Category B: Curriculum

• Robust Project-Based Learning (PBL) and Integration
  The curriculum incorporates a New Tech model emphasizing real-world applications, collaboration, and communication across multiple subjects, resulting in high student engagement and skill development.

• Inclusive Full-Inclusion Model
  Students with IEPs and English Learners are integrated into general education courses, supported by co-teaching models and shared instructional practices, ensuring equitable access to rigorous academic standards and college/career readiness.

• Strong Community Partnerships and Articulation
  Collaborations with local colleges, universities, and organizations (e.g., FAST, SVCTE, Spartan East Side Promise) provide students with advanced opportunities, mentorship, and resources that enhance academic, social-emotional, and career readiness.

Category C: Teaching and Learning

• Equity-Centered, Project-Based Learning
  Across various subjects, teachers consistently create challenging, authentic projects (e.g., Julius Caesar video analysis, DBQs, “Passion Projects”) that encourage critical thinking, collaboration, and real-world applications. This approach promotes deep engagement and supports diverse learners through scaffolding tools, culturally relevant content, and inclusive instructional strategies.

• Clear Expectations and Targeted Support
  The widespread use of detailed rubrics (e.g., Rhetorical Analysis, Knowledge and Thinking, AP-friendly rubrics) and scaffolding (graphic organizers, sentence starters) ensures that students understand performance standards. These resources empower learners—especially English learners, students with IEPs, and ESN students—to access the curriculum and take ownership of their growth.

• Effective Integration of Technology and Community Resources
  Digital platforms like CANVAS, Minga, and specialized apps (Train Heroic, IHT Fitness Watches) bolster organization, communication, and personalized learning. Community collaborations (Comet Con, FAST mentorship, SVCTE) further link academic skills to career pathways, fostering high levels of engagement and preparing students for postsecondary success.

Category D: Assessment and Accountability

• Consistent Use of Shared Rubrics and Grading Practices
  Many teachers employ common rubrics (e.g., four-point scales, CER) and clear grading policies (retakes, revisions, late work guidelines) that help students understand performance expectations and foster a growth mindset.

• Integration of Multiple Assessment Tools
  The use of Canvas, Infinite Campus, progress reports, and both formative (exit tickets, vocabulary quizzes) and summative (DRP in English) assessments provides teachers and students with timely feedback on learning progress.

• Timely, Specific Feedback to Support Student Growth
  Teachers frequently allow revisions and retakes, give detailed input on assignments, and gather student feedback (e.g., in IEP meetings), demonstrating a strong commitment to helping students reflect on and improve their work.

Category E: Culture

• Robust Family and Community Engagement
  The school employs a variety of culturally sensitive strategies—such as Cafecitos, bilingual support (Language Line), and flexible meeting formats—to involve families and community members. Events like Dia de los Muertos, Pistahan sa Eastside, and Posada Celebrations also foster inclusivity and cultural pride.

• Multi-Tiered Supports for Student Well-Being
  A strong network of resources (e.g., MTSS Coordinator, Inclusion Specialist, Wellness Center, Care Team, APTS) ensures students receive personalized academic, social-emotional, and behavioral support. These structured interventions underscore the school’s commitment to equity and care.

• Student Empowerment and Leadership
  Student-driven initiatives such as the C.O.M.E.T. Club, Student Equity Council, and leadership presentations at district board meetings highlight the school’s emphasis on student voice, self-advocacy, and active engagement in shaping a positive school culture.

Areas of Growth

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

• Mission Statement Unification
  While the school is merging multiple mission statements into one cohesive vision, continuing this process to finalize and clearly articulate a unified mission will help ensure consistent messaging across all programs.

• Teacher Retention and Support
  High turnover among newer teachers highlights a need for enhanced mentorship, coaching, and support systems to build capacity and sustain instructional quality.

• Expanded Use of Data for Targeted Interventions
  Although departments are increasingly using Early Warning Systems and other data sources, refining processes for consistent, department-specific data analysis and follow-up interventions could further strengthen decisions.

Category B: Curriculum

• Expansion and Monitoring of Career Technical Education (CTE) Participation
  Despite positive outcomes for participants, district-wide SVCTE enrollment has declined. Targeted outreach and consistent monitoring could increase student awareness and participation in these beneficial programs.

• Ongoing Alignment of New Staff with PBL and Integrated Curriculum
  While the school maintains strong shared rubrics and practices, continued support, training, and mentorship for new staff is needed to ensure cohesive implementation of project-based and cross-curricular approaches.

• Data Tracking and Evaluation of Program Effectiveness
  As the school offers numerous programs and pathways, refining data-collection methods to regularly evaluate impact—particularly for newer initiatives—would help guide adjustments and sustain continuous improvement.

Category C: Teaching and Learning

• Expanded Extracurricular and Enrichment Opportunities
  Even with Assets, Debate, and other clubs, there is a need for broader extracurricular offerings—both academic and interest-based—to engage a wider range of student passions and aptitudes, particularly for underserved groups.

• Consistent Monitoring of Technology Effectiveness
  Although digital tools are used extensively, establishing a systematic way to evaluate their impact on student learning, motivation, and equity would help refine tech integration and ensure all learners benefit fully from these resources.

• Further Differentiation for Diverse Learners
  Strengthening ongoing professional development around best practices for co-teaching, scaffolding, and enrichment in mixed-ability classes can help teachers further customize instruction. This includes consistently using data to refine support for English learners, students with IEPs, and other students who need targeted interventions to maximize achievement.

Category D: Assessment and Accountability

• Broader Stakeholder Access to Data
  While teachers have access to disaggregated grade data and some information is shared at events like Back to School Night, not all stakeholders receive comprehensive data, limiting transparency and collective decision-making.

• Expansion of Common Assessments Across All Departments
  Beyond English’s DRP and certain site-developed tools, other subject areas could benefit from standardized assessments to evaluate student achievement.

• Deeper Analysis of Assessment Results
  Although formative and summative assessments are used, further professional development and collaboration could enhance how teachers systematically analyze data to drive targeted program improvements and resource allocation.

Category E: Culture

• Deeper Evaluation of Family/Community Programs
  While events and programs are plentiful, there is an opportunity to systematically assess their impact on student achievement and well-being. Collecting and analyzing data on attendance, satisfaction, and outcomes could guide ongoing improvements.

• Consistent Stakeholder Communication about Safety and Policies
  Although cell phone policies and safety lessons are shared, a more unified, ongoing communication plan—especially for internet safety and behavioral expectations—could strengthen clarity and consistency across all stakeholders.

• Further Integrating Cultural Events with Academic Goals
  Expanding the connection between cultural celebrations and academic outcomes (e.g., tying festivals or club activities to classroom learning objectives) can deepen student engagement, reinforce curriculum relevance, and provide additional avenues for cross-cultural learning.

Major Student Learner Needs

1. Strengthened Foundational Academic Skills
   Students need targeted interventions and structured support to develop essential reading, writing, and math skills, ensuring they enter high school with a solid academic base.

2. Focused Support for Diverse Learners
   Effective placement, bilingual resources, and small-group or one-on-one instruction are critical for English Learners and students with disabilities to access rigorous academic content equitably.

3. Improved Attendance and Engagement
   Tracking attendance, offering targeted interventions, and creating incentives for consistent participation are essential to address absenteeism and low motivation.

4. Enhanced College and Career Preparedness
   Electives tailored to student interests, real-life skill-building, and meaningful academic guidance will better equip students for post-secondary success and workforce readiness.

5. Increased Family-School Collaboration

Flexible communication methods, greater parent involvement, and shared responsibility for student progress are vital for fostering a supportive and achievement-oriented school culture.