About EHS and Preface

District Administration

Superintendent of Schools: Christina Goennier, Ed.D

Javier Macias, Director of Instructional Support & Student Services 

Griselda Rodriguez, Director of English Learner Programs

Sherrie Vann, Director of Community Schools

Juan Juarez, Coordinator of Community Schools 

School Board Members

Area 1 - Ygnacio Lua

Area 2 - Lori Ronchetto

Area 3 - Kelly Stotts

Area 4 - Tracy Nash - President

Area 5 - Nikki Peronto

Esparto High School utilized a team and collaborative approach to complete the self-study process. This was a process that was easier to collaborate on as we used our newly created PLC time on early release Wednesdays to work, analyze, critique, and find solutions to our critical areas of need. EHS believes in using data to inform our student-centered decisions, guiding our practices, and supporting our students. In the Spring of 2022 our collaborative team approach involved  all staff meeting together during monthly staff meetings to analyze and review data about the school. This process restarted in the Fall of 2022 and had a more direct focus  during the first semester of the 2022-23 school year. These self-study meetings through our PLC time  began in the fall of 2022 but involved reviewing the mission and vision of the school and beginning the process of updating the school's mission and vision at the start of the 2021-22 school year.  This was followed by evaluating and then adjusting the School Wide Learning Outcomes (SLOs) to align with other school frameworks and systems from our previous ESLRs.  During this part of the creation of the SLOs, focus was placed on representing the community, aligning our outcomes with our PBIS expectations, and using the four PLC questions on what can be done to further support all students in learning and being successful:

• What do we want all students to know and be able to do?

• How will we know if they learn it?

• How will we respond when some students do not learn?

• How will we extend the learning for students who are already proficient?

During this self-study process, we realized we had many discussions about what we expected from students but did not have a clear outline such as school wide learner outcomes. Through the process of revising our PBIS behavior expectations came some of the elements of our schoolwide learner outcomes. Also, by making our mission more direct and focused we were able to add elements from previous mission and vision statements into the schoolwide learner outcomes. After an initial draft of the SLOs was created we decided to align our outcomes with our day to day expectations of our PBIS program. The thinking was that our behavior and schoolwide expectations were ultimately developing students who would meet our schoolwide learner outcomes.