Based on data, information, and reflection for this report, EHS has found following ongoing areas of critical student learner needs that are based on the California School Dashboard Results, our Student/Community Profile, Focus Group findings, and align to EHS's SLOs, Mission, and EUSD LCAP. 

• Improved academic skills in reading, writing, and mathematics as seen with the most recent CAASPP scores and Renaissance diagnostic assessments. In our reflection we understand that this is the responsibility of all staff at EHS. 

• Through our SLOs, essential standards, and data point development of schoolwide academic skills, tools, and vocabulary that will be created through the PLC process schoolwide. This will involve more opportunities for professional development and analysis of appropriate and viable curriculum. 

• Continued refinement of the school mission to the school's SLOs, data, and PBIS frameworks, with all stakeholders engaged in the shaping and decision-making process. Also, continued effort towards common instructional practices and equitable grading practices informed and guided by collaboration, data, and evidence

• Continued opportunities for college and career readiness through expanded awareness of A-G completion, Seal of Biliteracy, and Golden Merit Seal which areas to improve college and career readiness rates and Dashboard indicators. 

• Work-based learning and the development of community and higher education outreach to help improve CTE pathway completers to help improve college and career readiness.

• Identify and implement a viable social emotional curriculum that can be used school wide that supports our PBIS program and the mental health of our students. 

• Concerted efforts for stronger and continued school-wide parental engagement

A: There is a need to analyze data to develop a focused and consistent professional learning plan to build instructional capacity and lead to student success and achievement around the PLC model, student support, research-based instructional practices, and school culture.

Esparto High School has a clear mission and newly created school wide learner outcomes.  Following the PLC model has empowered all stakeholders, including students, parents, staff, community members and other stakeholders to become actively involved in the educational process.  By encouraging multiple perspectives and shared decision-making, the school is better able to create meaningful and relevant educational programs. Because of the small school learning environment, collaboration and shared leadership has led to the current structure of the school.  There are several mechanisms for people to give input. This includes the Professional Learning process, student groups, site leadership and the district LCAP process. In each one of these areas, voice and relationships are critical to creating an effective communication process. There must continue to be clearer systems and processes in place that develop and refine support and engage stakeholders. Multiple administrative changes, district leadership changes, and COVID have impacted the creation of  systems and processes but now there is active reflection and action taking place in regards to systems and processes. Additionally, data and evidence is being used to determine focused professional learning and decision-making to support students, especially in identified student learning needs of growth including literacy, mathematics, and general academic and life skill development.

B: Integrating academic readiness skills, life readiness skills, and social emotional skills in all classes and programs at EHS for building students represent the focus and goals in our school wide learner outcomes and mission. 

Esparto High School is continuing to focus on collaborating, creating, and implementing essential standards in all classes by focusing on the question of what we want our students to learn. We have also begun the process of creating meaningful assessments that are connected to those essential ideas in both content and academic skill. Through the PLC process staff discussions are creating a school culture to build skills not only while at EHS but for life after graduation that will help set them up for continued success and perseverance. Although this is a school focus, EHS can continue looking at expanding different pathways and offerings to grow the programs and to encourage students to enroll and develop skills in various areas that will prepare them and pique interest for life after Esparto High School and continue to monitor and assess student success beyond their high school years. This targeted approach can help increase college and career readiness and graduation rate through an engaging and relevant approach while building skills in reading, writing, and math individually and collectively among our students. 

C: Use of data and evidence to guide and inform teaching, professional learning, and collaboration  is lacking. 

During and post COVID, Esparto High School's teachers have demonstrated significant commitment to teaching and student learning. EHS's staff has engaged in professional learning through the creation of weekly early release days and adherence to the PLC mode to support students.  Weekly professional learning time is relevant and meaningful around common instructional practices, academic skills, and social emotional learning. Although dedicated professional learning takes place and is embedded into the organization, EHS acknowledges that further use of data and evidence to inform teaching practices and guide professional learning focus will further strengthen learning and teaching at EHS around academic skills, college and career readiness, social and emotional skills. 

D: Greater collaboration and focus on assessments results and actual evidence of student learning to inform instruction around rigor, relevance, relationships, and meaningfulness

Staff at Esparto High School increasingly have a variety of modes to assess student learning and are able to use that data and evidence to assess student learning collectively and individually. The process has started through PLC to begin to unpack standards and understand what is essential learning. EHS acknowledges though that there are gaps to student learning individually and collectively  based on what their baseline skills are and what relevance and rigor is happening across all classes. The implementation of benchmark assessments and template assessments will help students and staff gauge student learning across the content areas while building meaningful context and engagement for academic and college and career readiness, to help motivate students to achieve more. Additionally, the need to use assessment data and learning to guide instruction and teaching will be essential in further supporting all students in this prioritized area of focus.

E: Continue to define and strengthen Tier 1/universal support for all students in all classrooms and across campus. Creating clearer systems and processes to identify interventions for students in Tier 2. 

Esparto High School stakeholders increasingly are taking more pride in the school culture that has been created and sustained to support students not only academically but socially and emotionally. Students indicate the welcoming, small, and caring environment at EHS offers in a small school environment. There are a variety of programs to engage and support students collectively and individually. Although there is much to celebrate around EHS's school culture and supports, assessment of the current systems and programs to take culture and support to the next level is necessary. EHS looks forward to continuing to implement practices, curriculum, supports, and interventions that are common and school-wide to support all students academically and socially emotionally to help disrupt inequities that exist . This involves Including additional staff, parents, and student voice, decision-making, and ownership in the process will help to further strengthen the school culture and system of support.