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SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL, SOCIAL-EMOTIONAL, AND ACADEMIC GROWTH
SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL, SOCIAL-EMOTIONAL, AND ACADEMIC GROWTH
E1. Parent and Community Engagement Criterion The school leadership employs a wide range of strategies to encourage family and community involvement, especially with the learning/teaching process.
E1. Parent and Community Engagement Criterion The school leadership employs a wide range of strategies to encourage family and community involvement, especially with the learning/teaching process.
E1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
E1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
E1.1. Parent Engagement: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process for all students.
E1.1. Parent Engagement: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process for all students.
E.1 Parent and Community Engagement Criterion
Coffee with the Principal
Grade-Level Parent Meeting and Visit
Open House
Parent/Guardian Workshops - FERIA, Mano a Mano, Mini-CABE, PIQE
SBCS/Promised Neighborhood Workshops - ManPower
Title I/Trojans Making a Difference
Welcome Meeting
E2. School Culture and Environment Criterion The school leadership focuses on continuous school improvement by providing a safe, clean, and orderly place that nurtures learning and developing a culture that is characterized by trust, professionalism, and high expectations for all students.
E2. School Culture and Environment Criterion The school leadership focuses on continuous school improvement by providing a safe, clean, and orderly place that nurtures learning and developing a culture that is characterized by trust, professionalism, and high expectations for all students.
E2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
E2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
E2.1. Safe, Clean, and Orderly Environment: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety and Uniform Complaint Procedures
E2.1. Safe, Clean, and Orderly Environment: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety and Uniform Complaint Procedures
E2.2. High Expectations/Concern for Students: The school culture demonstrates caring, concern, and high expectations for students in an environment that honors individual differences, social emotional needs, and is conducive to learning.
E2.2. High Expectations/Concern for Students: The school culture demonstrates caring, concern, and high expectations for students in an environment that honors individual differences, social emotional needs, and is conducive to learning.
E2.3. Atmosphere of Trust, Respect, and Professionalism: The entire school community has an atmosphere of trust, respect, and professionalism.
E2.3. Atmosphere of Trust, Respect, and Professionalism: The entire school community has an atmosphere of trust, respect, and professionalism.
E.2 School Culture and Environment Criterion
Student Surveys (housed in Data Insights and SPSA) - Athletic Survey, CA Healthy Kids Survey, CORE SEL Survey, Empathy Interview, Senior Survey
Associated Student Body (ASB)
ASB Clubs
ASSETs/After-School Program/Team VOICE
Culture & Climate Committee and Club
Discipline Policy - AP Referral Form
FASE - Foster Youth Support
Gay-Straight Alliance (GSA) - Advisor Katie Nelson
Gender Support Plans
Monthly Acknowledgments and Celebrations
Saturday School/Saturday Scholars
Senior Class Advisor
Staff Luncheon
Trojan of the Week
Trojan Oracle (school and community newsletter)
Trojan Times (staff newsletter)
E3. Personal, Social-Emotional, and Academic Student Support Criterion All students receive appropriate academic, social-emotional and multi-tiered supports to help ensure student learning, college and career readiness and success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school and in the community.
E3. Personal, Social-Emotional, and Academic Student Support Criterion All students receive appropriate academic, social-emotional and multi-tiered supports to help ensure student learning, college and career readiness and success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school and in the community.
E3. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
E3. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
E3.1. Academic Support Strategies for Students: School leadership develop and implement strategies and personalized, multi-tiered support approaches to meet academic student needs.
E3.1. Academic Support Strategies for Students: School leadership develop and implement strategies and personalized, multi-tiered support approaches to meet academic student needs.
E3.2. Multi-Tiered Support Strategies for Students: School leadership develop and implement alternative instructional options and personalized, multi-tiered approaches to student support focused on learning and social emotional needs of students.
E3.2. Multi-Tiered Support Strategies for Students: School leadership develop and implement alternative instructional options and personalized, multi-tiered approaches to student support focused on learning and social emotional needs of students.
E3.3. Multi-Tiered Systems of Support and Impact on Student Learning and Well-Being: The school leadership and staff assess the effectiveness of the multi-tiered support system and its impact on student success and achievement.
E3.3. Multi-Tiered Systems of Support and Impact on Student Learning and Well-Being: The school leadership and staff assess the effectiveness of the multi-tiered support system and its impact on student success and achievement.
E3.4. Co-Curricular Activities: The school ensures there is a high level of student involvement in curricular and co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and career-readiness standards.
E3.4. Co-Curricular Activities: The school ensures there is a high level of student involvement in curricular and co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and career-readiness standards.
E.3 Personal, Social-Emotional, and Academic Student Support Criterion
CPH Team Voice - After-School Program and After-School Tutoring - Ms. Maria Hernandez
Fostering Academic Success in Education (FASE) - Social Worker Ernesto Vizcarra
Saturday Scholars/Saturday School - Mr. Alfredo Farias
Student Support Team (SST) - Mr. Joel Miller
South Bay Community Services (SBCS) - Leslie Flores and Arturo Torralba
Wahupa Upward Bound - Academic Advisor Lizette Reyes
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