wasc mid-term progress eport

CALIFORNIA MILITARY INSTITUTE

FOCUS ON LEARNING

WASC MID-TERM PROGRESS REPORT

755 North A Street

Perris, CA 92570

Perris Union High School District

April 12, 2012

Accrediting Commission for Schools

Western Association of Schools and Colleges

California Military Institute 755 North A Street

Perris, CA 92570

951-443-8751

951- fax

www.puhsd.org/cmi

School Administration Rick Wallis, Principal/Commandant

Anthony Duke, Athletic Director

Diana Vera, Counselor

Perris Union High School District 155 East 4th Street

Perris, CA 92570

951.943.6369

www.puhsd.org

District Administration Jonathan L. Greenberg, Ed.D., Superintendent

Candace Reines, Assistant Superintendent, Business Services

Marcy Savage, Assistant Superintendent, Educational Services

Leslie Ventuleth, Chief Human Resources Officer

PUHSD Board of Trustees Eric Kroencke, President

Joan Cooley, Vice President

Randy Williams, Clerk

William Hulstrom, Member

Carolyn Twyman, Member

Engaged (Curriculum)

Dis

cip

lined

(P

olic

ies)

Eloquent Compassionate Discerning Organ

ized

(Pro

cedu

res)

Leader of Character

Informed Principled Responsible

Driven (Programs)

Mission Statement The Mission of the California Military Institute is to educate train and inspire the Corps of Cadet so that each cadet becomes a recognized leader of character dedicated to the values of honor, courage and commitment and is prepared for a career of professional excellence and service to the community and Country.

Cadet Honor Code A cadet shall not lie, cheat, steal, or tolerate those who do.

Expected Student Learning Results

Rough Riders are effective communicators.

Rough Riders are able to assess, assimilate, and apply information.

Rough Riders understand and appreciate cultural diversity.

Rough Riders are problem solvers and critical thinkers.

Rough Riders are responsible to and for each other.

Rough Riders incorporate the Corps Values of honor, courage, and commitment into all aspects of their lives.

Core Beliefs

All students can and deserve to learn successfully at high levels.

The staff at CMI controls the conditions of success.

Success breeds success.

Curriculum, Programs, Policies, Procedures

Professional Learning Communities

R

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Table of Contents

I. Introduction School and Community Profile Data ..................................................................................... 1

Student Demographics .............................................................................................................................. 2

Gender .................................................................................................................................... 2

Ethnicity .................................................................................................................................. 3

Attendance Data ..................................................................................................................... 3

Staff ......................................................................................................................................... 4 Student Achievement Results ................................................................................................................... 4

California High School Exit Exam............................................................................................. 4

Academic Performance Index ................................................................................................. 6

English Language Development .............................................................................................. 9

Implications of Data to Cadet Performance ......................................................................... 10

II. Significant School Changes or Developments ........................................................................................ 11

III. Ongoing School Improvement ............................................................................................................... 13

IV. Schoolwide Action Plan Progress ........................................................................................................... 14

Goal 1 ...................................................................................................................................................... 14

Growth Targets ..................................................................................................................... 14 Goal 2 ...................................................................................................................................................... 16

Growth Targets ..................................................................................................................... 16 Goal 3 ...................................................................................................................................................... 18

Growth Targets ..................................................................................................................... 18

V. School wide Action Plan Refinements .................................................................................................... 21

Growth Targets ..................................................................................................................... 21

CMI WASC Midterm Progress Report

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I. Introduction School and Community Profile Data

The California Military Institute (CMI) is completing its’ ninth year of meeting the challenge of providing a unique high quality educational experience for those who seek a safe, secure, motivating, and disciplined learning environment. The California Military Institute operates as a dependent charter through the Perris Union High School District. CMI cadets are continuing in the tradition of academic excellence, cadet leadership, patriotism and community service. As a public charter school, CMI provides a military environment without the boot camp atmosphere. High expectations, dedicated stakeholders and cadets who are motivated to learn help CMI meet the requirements enumerated in Section 47601 of the California Education Code.

High academic performance is manifested in the performance of cadets throughout the school year. Our performance on the California High School Exit Exam (CAHSEE) puts us in the top tier of schools in the State. Our Academic Performance Index (API) for the 2010-2011 school year of 825 was the highest score within the Perris Union High School District and among the highest in Riverside County. At the end of the 2010-2011 school year, there were 38.6% of CMI cadets earning a 3.0 or higher GPA. CMI does not believe in leaving any cadet “on the battlefield” without support so, for those cadets who may struggle with some of the academics, CMI offers a full program of tutoring, access to A+ online curriculum, and strategic intervention classes for English Language Arts, Algebra 1 and CAHSEE preparation.

Our cadets continue to utilize the leadership training that is a hallmark of CMI. Our affiliation with the California Cadet Corps supports our leadership training program. The California Cadet Corps is the oldest JROTC program in the State of California having just celebrated its’ 100th birthday and is operated under the auspices of the California National Guard’s Youth Program unit. CMI cadets are afforded leadership opportunities in a wide array of ways. Cadet leadership at the Brigade, Battalion, Company and Platoon levels is re responsible for developing the yearly training calendar that every cadet follows throughout the year. The Cadet Battalion Commander is responsible for planning and executing CMI’s annual three-day “new cadet orientation” during the summer. This singular event allows cadet leadership to obtain hands-on experience in planning instruction, staffing, logistics, safety and security and providing for the health and well-being of over 200 cadets attending the orientation-especially during the overnight bivouac.

CMI cadets give back to their community. During the 2010-2011 school year, cadets volunteered in excess of 15,000 hours of service to community events, parades, and activities. Cadets are encouraged to learn from their service and to value the positive effects of service to others.

Our affiliation with the California Interscholastic Federation, Southern Section (CIF) gives every cadet an opportunity to participate in quality athletic competitions. We also offer a full slate of extracurricular activities for our 5th, 6th, 7th, and 8th grade cadets.

CMI operates on the values of honor, courage and commitment as detailed in the Statement of Corps Values. CMI further believes that every cadet and recruit has within themselves the potential for leadership and service that will benefit our society as a whole. Activities and training opportunities at CMI focus on developing our cadets as leaders who excel at all levels of responsibility. This focus is made clear in our mission statement:


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With the strong support of the Board of Trustees of the Perris Union High School District, a strong commitment to maintaining our values and structure, and our high academic expectations, CMI has been able to grow from that first class of 50 to an enrollment, currently of 788 cadets. CMI opened its doors to the 6th grade in the 2010-2011 school year and the 5th grade in the 2011-2012 school year.

Our growth mirrors the growth of the City of Perris and the surrounding communities. The 2010 US Census reported a population of 68,386. Our cadet population also mirrors the ethnic make-up of our surrounding communities. The racial and ethnic composition of our community includes 71% Hispanic (of any race), 11% White, 11.4% African-American, 3.3% Asian/Pacific Islander and 3.3% all others.

The socio-economic status of our communities is reflected in our cadets as well. The 2010 US Census reported that the median household income was $50,471 which was up from the 2000 Census which reported a household income of $35,522. 86% of our cadets participate in the Federal Free and Reduced Lunch Program.

Student Demographics

CMI commenced operations in August 2003 with two 7th grade classrooms and a total of 48 cadets. Our current enrollment is 788 cadets in grades 5 through 12. The total enrollment is made up of 53 fifth graders, 118 sixth graders, 148 seventh graders, 145 eighth graders, 119 freshmen, 88 sophomores, 66 juniors and 51 seniors. Due to increased interest CMI, we currently have a waiting list for grades 5 – 10.

Gender

The Corps of Cadets is a co-ed body. Currently, the gender distribution of cadets is 47% male and 53% female.

The mission of the California Military Institute is to educate, train and inspire the

Corps of Cadets so that each cadet becomes a recognized leader of character

dedicated to the values of honor, courage and commitment and is prepared for a

career of professional excellence and service to the community and Country.


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Ethnicity

The ethnic distribution of cadets reflects the population of surrounding communities. The current ethnic breakdown includes 82% Hispanic, 8% White (not of Hispanic origin), 7% African-American, and 3% all others. Our ethnic distribution in the Corps of Cadets is representative of the ethnic distribution found in our surrounding communities.

Attendance Data

CMI has outstanding attendance rates. Cadets are motivated and attend school regularly. During our testing periods, STAR and CAHSEE, we typically enjoy 100% attendance rates.

ADA By Year

2009 – 2010 96.97%

2010-2011 97.07%

0

500

2009 2010 2011 2012

Enrollment by Gender

Male

Female


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Staff

During the 2009-10 school year, CMI had 12 teachers who met all credential requirements in accordance with state guidelines. The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as "NCLB Compliant." CMI currently has 32 teachers, who are all NCLB Compliant to teach in their core subject areas. Of these 32 teachers, 13 have preliminary teaching credentials, 23 have clear credential. We have 11 teachers who have multiple subject credentials and 25 who have single subject credentials. We currently have 11 teachers who are participating in the district BTSA program. Many certificated staff members have continued their professional growth through Master’s degree programs. More than 50% of the teaching staff has a Master’s degree. The average years of teaching experience is 5.25 years.

Teacher Education Levels 2011 - 2012

Number Percent

Doctorate 1 3.1

Master's Degree plus 30 or more semester hours 6 18.8

Master's Degree 12 37.5

Bachelor's Degree plus 30 or more semester hours 11 34.4

Bachelor's Degree 2 6.2

Student Achievement Results

California High School Exit Exam

Our students show consistent success in passing the California High School Exit Exam (CAHSEE) on the first time. Beginning with the first 10th grade class, the pass rate has been 98% or greater in ELA and 97% in mathematics.

CAHSEE Test Results – 10th Grade – English Language Arts

Year Number Tested

Number Passed

Percent Passed

2011 80 79 99%

2010 51 51 100%

2009 61 60 98%

2008 42 42 100%

2007 23 23 100%

CAHSEE Test Results – 10th Grade – Mathematics

Year Number Tested

Number Passed

Percent Passed

2011 80 80 100%

2010 51 50 98%


5

2009 61 59 97%

2008 42 41 98%

2007 23 23 100%

CAHSEE Component Subscores Report

English Language Arts Grade 10

Component 2010 2011

% Correct % Correct

Word Analysis 76.3 85.4

Reading Comprehension 85 85.1

Literary Response and Analysis 80.8 86.4

Writing Strategies 70.8 79.7

Writing Conventions 72.9 78.6

Writing Applications 60.8 63.7


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CAHSEE Component Subscores Report Math Grade 10

Mathematics Grade 10 2010 2011

% Correct % Correct

Total 73.5 80.6

Probability and Statistics 80.1 80.7

Number Sense 73.6 84.5

Algebra and Functions 77.7 81

Measurement and Geometry 72 77.4

Algebra I 61 79.1

CMI’s experience on both state and federal levels (API and AYP) indicates that a strong program of staff development in the area of instructional strategies and the use of newly adopted curriculum and the implementation of a variety of support programs has been influential on our results.

Academic Performance Index


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API - 3 Year Subgroup Base to Growth


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AYP Proficient ELA

AYP Proficient Math


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English Language Development

2012 CELDT Performance Level


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Implications of Data to Cadet Performance

CMI’s API results have been varied as observed in the data reflected above. Much of the instability in the API scores is attributable to the rapid growth of the program. Teachers and administrators at CMI are able to disaggregate cadet assessment data from STAR testing results, benchmark testing, and local (classroom) assessments through the EADMS system.

When CMI first opened, there was only one reported sub-group that was considered statistically significant in the state Accountability Reporting System. This changed when we added the food service component to our program and we are now able to report, accurately, the number of cadets that qualify for the free and reduced lunch program. Since the 2007-2008 testing cycle, CMI has had two statistically significant sub-groups.

Every year from 2008 – 2011 cadets in US history did better than the year before on the History Social Science portion of the STAR test. Specifically cadets went from 28.5% proficient and above to 70% proficient and above between 2008-09 year and 2010 -11 year of testing. In addition below basic percentages dropped from 24.8% to 4.2% in that same time period. It is also significant to note that the same trends of improving proficient and decreasing below basic scores are seen in every racial subset as well. For world history the overall % of cadets performing well also increased although not as dramatically from 41.9% to 46.4%. Below basic fell from 24.2% to 16.7%. The noted difference in this trend was the results in the 2009 -2010 school year. This one testing year saw a reversal in the overall trend in aggregate and in specific. However, this was a one year trend and was more than made up for the next year.

Math is an area that offers an opportunity to improve. Fewer than 39% of cadets score in the proficient or advanced bands. There is opportunity to move cadets from the far below basic to below basic. However, through teaching methodologies, PLCs, and data analysis, the math department foresees the need to identify additional intervention strategies to move students from basic to proficient. CMI has implemented intervention programs such as CAHSEE Math and Algebra Strategies to assist the students in this bandwidth.

In the assessment of results in science, the data indicates that for the EOC (High School), the Hispanic population from 08 – 10 has moved from FBB/B to Proficient or Advanced. For grads 5, 8 and 10, the scores have improved with a decrease in the number of cadets scoring in the FBB to basic range. There has been an increase in the number of students scoring proficient and advanced. Some of these changes can be attributed to the fact that 9th grade cadets are now required to take science. There has also been an emphasis on CST scores as a condition for admission. We has have had improved lab supplies for the 8th grade science and high school chemistry courses.

In the past three years every teacher and administrator at CMI has received training in direct interactive instructional strategies. The implementation of those strategies has been monitored by administration with targeted feedback. CMI has implemented tutoring programs strategic intervention classes in Algebra and English Language Arts. All of these have factored into the dramatic API increase in 2010 – 2011 and are meeting all the AMOs for the AYP assessment.


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II. Significant School Changes or Developments

Since opening its doors in 2003, CMI has had many significant school changes and developments. In the 2010 – 2011 school year, CMI added the 6th grade. The school was authorized to add the 4th and 5th grades as well. However, only the fifth grade was added during the 2011 – 2012 school year. There is increased interest from parents of our cadets to open up the school to the 4th grade. However there has been no decision to do so at this time. The addition of these grades has also necessitated the addition of classified and certificated staff. In the 2010 – 2011 school year, CMI added 9 teachers and in the 2011 – 2012 school year CMI added 8 teachers to the staff.

Due to the growth of the cadet population, CMI now uses the all 23 acres of the site with the exception of one building. This building is occupied by another PUHSD charter school, Choice 2000. As a result CMI being granted $3M bonding authority by the State Office of School Finances, , several facility upgrades are scheduled to begin this year. During the summer of 2012, a new electric grid will be installed. Additionally, groundbreaking is scheduled to begin for a new music and science building.

As the school grows, it is necessary to add new courses to support the academic needs of the cadets. We no longer have mandatory intervention, however, we have included 8th grade Algebra Strategies, CAHSEE Math and CAHSEE English to provide interventions for students who require additional support in algebra or to prepare for the CAHSEE tests. Additionally 7th and 8th grade exploratory classes operate as strategic support for math and ELA as needed.

Many students return to CMI each year. Although, CMI enjoys over retention rates of 96% or better each year this has made an impact on the use of facilities as well as master scheduling. Consequently, CMI maintains a waiting list for every grade except 11th and 12th. Additionally, due to the increased interest in CMI, registration is completed in three phases. The first phase is open to returning students. Once the estimated number of returning students is determined, legacy students (siblings of currently enrolled students) are allowed to register. Finally, registration is open to the general public with a lottery held for grades where interest is greater than availability. The expected enrollment in the 2012 – 2013 is 869 cadets. As the cadet population increases, the CMI leadership team continues to identify changes to course offerings in order to maintain a challenging curriculum. Several courses have been added to support the needs of our students. We have added the following courses:

Advanced English 9 and 10

Physics Honors

AP Chemistry

Spanish III Honors

French III Honors

Yearbook

ASB

AP European History

AP Composition

AP Literature

Music / Marching Band

Concert Choir

Introduction to Music

Middle/Elementary School Beginning Band

8th Grade Geometry

There have been some significant changes in the athletics program at CMI. The growth of the school as allowed the school to move from an 8-man football to 11-man football program. Additionally, CMI


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has added: JV football, middle school tackle football, boys’ varsity volleyball and girls’ varsity soccer. Beginning in 2012, the Athletic Department will use a program to assess an athlete’s ability to return to play after suffering a concussion.

As an integral part of the PUHSD, CMI participates in district-wide technology upgrades. This year upgrades have been made to the telephony system, desktop hardware and software (including operating systems and applications).

In the 2010 - 2011 school year, the Battalion added 2 companies (Echo and Foxtrot) as a result of the addition of the 6th grade and an increased enrollment in the 7th grade. Companies now consist of three to five platoons. This has increased leadership opportunities for cadets of all grade levels. In the 20122 – 2012 school year, the military component of CMI was reorganized to include two assistant military advisors; one for the elementary/middle school and one for the high school. These assistants under the guidance of the senior military advisor and the commandant provide guidance on training activities to each of the TAC Team Leaders.

Although the entire staff does not have a military background one-third of the staff has military background, married to active duty or retired military personnel or has completed Basic Commandant Training. Five teachers are eligible for commission in the California Corps of Cadets. We have two teachers and two administrators currently commissioned in the CACC. One teacher currently serves as an officer in the United States Army.


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III. Ongoing School Improvement

Traditionally, the principal of CMI has published a Commandant’s Intent each school year. A Commandant’s Intent is a practice borrowed from the military, reflecting the unique nature of this school. This document describes the desired end state for a particular period, identifies the methods for achievement, and serves as a unifying focus for the entire organization. On the whole, the drafting of a Commandant’s Intent requires acknowledging changing circumstances in seeking to keep important issues important.

The principal of CMI drafts and monitors the Commandant’s Intent (CI). During the drafting stage, the principal will refer to the CI for the previous year, consider developments since, and determine which items, issues, and opportunities require attention. This list of goals for the year is shared with the staff in a faculty meeting. After publishing the CI, each staff member is asked to write a series of individual goals to assist in bringing the Commandant’s Intent to fruition. The principal then schedules meetings with each staff member to review their list of goals for the year. The staff members are expected to monitor their progress towards achieving these goals, while the principal is responsible for monitoring the CI. Up to this point, this yearly process has largely stood in for a Schoolwide Action Plan.

While drafting, implementing, monitoring, and revising a schoolwide action plan has been less formalized at CMI than that of the Commandant’s Intent, a system is emerging. The principal is responsible for overseeing the development and implementation of an action plans with periodic assistance from the Leadership Team (consisting of the six department chairs). The CI is adapted into an action plan to be reviewed and assessed for an outside agency, such as WASC. The principal schedules meetings of the Leadership Team when assistance, advice, or oversight is needed, and, if necessary, the department chairs report to or gather information from their departments during PLCs. When necessary for an action plan to be drafted or assessed, a focus group drawn from the leadership team is assigned to gather evidence, assess progress, and report on improvement. With that said, prior to the writing of this report, there was no formal process for specifically monitoring and revising the schoolwide action plan. However, significant progress has been made in addressing the three critical areas for follow up noted in the original WASC review. The issue is not implementing improvement plans – the school has improved in several key areas over the past three years. CMI will work to develop a method for tracking progress in an organized manner to ensure effectiveness.

This review has revealed the benefits of improving the integration of these two approaches by utilizing a Schoolwide Action Plan (SAP) to drive improvement rather than simply reporting results. Under this integrated approach, the CI will continue to function as a vision for the school year; however, the commandant will refer to the SAP during the drafting stage. The SAP will serve as focused strategy for improving the alignment of our Curricula, Programs, Policies, and Procedures with the mission of CMI to educate, train, and inspire leaders of character. In a sense, the SAP will be loftier than the CI, which will take a broad view of the current school year. Staff will continue to draft yearly goals (due to a change in leadership, the writing of staff goals, following the release of the CI, was not requested this year – an oversight that will be corrected in the future) and meet with administration to discuss their plan for improvement. However, these goals will be published, discussed, monitored, and assessed during PLC meetings. The process for drafting, monitoring, and revising the SAP will be distributed across the entire staff by utilizing both staff meetings and PLC time to discuss progress, and convening yearly focus groups to gather and analyze data to assist in monitoring and revising SAP items. These changes will be reflected in future SAPs and CIs.


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IV. Schoolwide Action Plan Progress

Goal 1

PLC: Expand/Implement Professional Learning Communities (PLC) to increase teacher use of assessments to improve instruction. Rational: Self-Study findings indicate a need for teachers to increase awareness and understandings of PLC’s and how they can be used to improve the collection and analysis of data and the quality of instruction in the classroom. PLC meetings will allow staff to collaborate and formulate means and methods to analyze data, coordinate assessments and increase academic achievement. ESLRs: Rough Riders are… effective Communicators, able to assimilate and apply information, understand and appreciate cultural diversity, problem solvers and critical thinkers, responsible to and for each other, able to incorporate the Corps Values of honor, Courage and commitment into all aspects of their lives.

The Monday bell schedule reflects the implementation of PLC meetings at CMI, with the first class of the day beginning at 0900 rather than 0755. This modified schedule allows CMI teachers to attend a PLC meeting from 0730 to 0830. This meeting is typically conducted departmentally, while occasionally the schedule calls for teachers to meet in grade-level teams. Departmental meetings are used to determine best practices, analyze data, conduct demonstration lessons, discuss school/department business, and collaborate for both vertical planning and standards alignment. Department Chairs facilitate the PLC meetings, as they have received the most extensive training in the process. Team meetings are used to identify cadets in need of intervention, determine behavioral issues, monitor cadet progress across the curriculum, discuss teaching strategies for joint implementation, and handle school business.

Upon review of the PLC process it has been determined that this goal is partially completed. The structure of the PLC process has become institutionalized: the bell schedule supports PLCs, staff members have received training, the leadership team meets monthly to review issues and concerns, and both site and district administration periodically sit in on PLC meetings. The next step is to bolster consistency and effectiveness in all PLC meetings. This will be achieved through transparency, alignment, and ongoing professional development. Resources regarding effective Professional Learning Communities will be identified and made available to the staff for review. Agendas, minutes, and action plans will be published regularly to ensure transparency. To facilitate alignment, Departments will establish departmental values and visions in line with the school mission statement and ESLRs then use these to drive improvement in focused areas. PLC teams will also begin to draft Departmental Action Plans in support of the Commandant’s Intent (CI) and School wide Action Plan (SAP). Finally, a PLC task force consisting of PLC members will be established to monitor and review the school’s progress towards this goal.

Growth Targets

2008-2009

a) Implement planning for staff development and schedule changes to support consistent and effective

PLC time.

This growth target is reflected on the 08-09 CI: “Full participation in PLC with colleagues”

and “Participation in staff development and training to improve professional practice”.

Planning training and determining schedule changes was carried out by the CMI

administration and District Office during the 08-09 school year. The training and schedule

changes were implemented in the 09-10 school year.


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Action Learning Systems and the Riverside County Office of Education were scheduled to

provide training throughout the 09-10 and 10-11 school years to the leadership team.

The leadership team for the 09-10 school year was selected.

b) Leadership Team (consisting of Department Chairs) receives training on PLCs.

This did not occur in 08-09, but throughout 09-10 and 10-11.

2009-2010

a) All staff members receive PLC training.

Leadership team attended multiple “Leadership Academy” sessions with ALS and both “PLC

Training” and “Advanced PLC Training” with RCOE during the 09-10 and 10-11 school years.

Leadership team members shared training materials and ideas with all other staff members

during faculty meetings and PLC meetings after attending training sessions.

Both Administration and Department Chairs implemented the ideas and skills presented in

the trainings while conducting meetings.

b) Bell schedule created to conform to PUHSD standard of a minimum one hour PLC time every week.

Monday was modified to be a late start day for students in order to allow for weekly PLCs.

PLCs met every Monday that school was in session.

c) Identify and train one data lead for each PLC team.

Data Leads were not identified for departments.

Staff members received training in the use of EADMS (the school’s data analysis service).

Department Chairs began to implement data analysis into PLC meetings follow protocols

presented by ALS.

d) Review effectiveness of PLC utilization and refine as required.

PLC utilization was reviewed during meetings of the leadership team.

PLC meetings were tweaked at the discretion of Department Chairs after trainings and

Leadership Team meetings.

No format for tracking progress or refinements of the PLC process was utilized.

2010-2011

a) Implement revision to PLC program based on needs identified in 09-10 review.

No revisions were implemented in a formalized manner.

b) Train new staff members on effective PLCs.

New staff members were offered training during PLC and faculty meetings.

c) Maintain bell schedule to provide a minimum of one hour of PLC time every week.

The bell schedule was modified to allow longer class periods by shortening passing periods

PLC time was still held every Monday from 0730 to 0900.


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Goal 2

Data Analysis: Develop and implement a program to improve staff ability to gather and analyze data from a variety of sources to increase cadet achievement. Rational: There is currently no organized means or method to gather and analyze data, leading PLC time to be ineffective. This is because staff are not properly prepared or trained to access or utilize data to drive instruction. ESLRs: Rough Riders are… effective communicators, able to assess, assimilate, and apply information.

The use of EADMS, the district adopted data analysis software, has become much more prevalent at CMI. Both district personnel and CMI teachers have striven to ensure that pertinent student information is accessible through EADMS, and that all district adopted benchmarks are administered and scanned into EADMS. This allows staff and PLCs to access important data, and analyze it in useful ways. Additionally, staff members have received training in the use of EADMS for data analysis, and are able to contact the district manager at Educational Services for assistance. Teachers are able to use EADMS to administer site level tests, which allows for increased data analysis and testing comparison.

Even with these improvements, this action plan is still in progress. There is an organized manner for teachers to gather, analyze, and discuss data; however, no explicit process has been put into place to monitor or facilitate this practice. This program will eventually become a significant component of the PLC program from Goal 1, but certain issues need to be addressed and resolved for this to occur. The barrier to full use of data analysis in the PLC process lies in the fact that the PLC groupings are vertical rather than grade-level due to the high number of singletons at our small school. This barrier will require data to be analyzed with vertical alignment in mind, and for the data of student groups from different years of the same course to be analyzed and compared. PLCs will also need to determine a method for creating both formative and summative assessments to improve access to data clearly aligned to the curriculum and standards. Ultimately, this goal will need to be combined with Goal 1.

Growth Targets

2009-2010

a) Professional Learning Communities will be formed and will meet on a weekly basis.

This growth target was achieved and systematized.

b) Each PLC will identify one staff member to be trained as a Data Lead for the team.

No data leads were identified.

c) Data Leads will be trained.

Data leads were not identified or trained at CMI. Assistance was available through district

resources.

Department Chairs received training in data analysis from ALS, and shared the knowledge

and skills with PLCs.

2010-2011

a) PLCs will have full access to all data sources.

Educational Services, at the district, ensured that all teachers at CMI have an EADMS log-in

and password, and provided training in the use of EADMS.


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All CST, CAHSEE, CELDT, and benchmark data that the district had access to was uploaded to

EADMS for teacher access.

b) Each PLC will have a fully trained Data Lead.

Data leads were not identified or trained at CMI. Assistance was available through district

resources.

c) PLCs will regularly gather and assess data to report out and to improve instruction where needed.

Data analysis was a regular part of PLCs following benchmarks.

Teachers wrote an action plan to address issues raised by the data. These action plans were

submitted to department chairs, who then submitted them to administration.

Creating action plans following a benchmark has not become standard practiced.

2011-2012

a) All new staff members at CMI will be trained in PLCs and data collection.

Staff members were offered training during PLC time.

b) Data Leads will provide training and data on a weekly basis to PLCs.

This did not occur, although teachers had personal access to data through EADMS.

c) Data will be used to form and drive instructional processes.

This occurred to varying degrees, depending on the individual and PLC.

No objective means of assessing implementation was determined.


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Goal 3

Instructional Rigor: Develop and implement a program to increase the rigor of curriculum delivery in all core subject areas. Rational: A majority of CMI cadets score in or above the upper levels of Basic on standardized tests. District Benchmark testing indicates academic performance on par with other schools in the district. CMI’s current API is 752 with a goal of exceeding 800. Classroom observations indicate that instruction is often not calibrated to the rigor of the standardized tests or the district benchmarks. To achieve an API over 800, instructional strategies and curriculum delivery must be elevated to the appropriate academic levels. ESLRs: Rough Riders are… effective Communicators, able to assimilate and apply information, understand and appreciate cultural diversity, problem solvers and critical thinkers, responsible to and for each other, able to incorporate the Corps Values of honor, Courage and commitment into all aspects of their lives.

Since the initial WASC visit the API of CMI has risen from 752 to 825. The CAHSEE pass rate for the first administration has held steady at or above 90% for both ELA and math. Currently, there are six Advanced Placement courses in session, with more in the course catalog to meet demands. Honors courses are also offered in English and Science. Additionally, teachers utilize Direct Interactive Instruction strategies, show fidelity to the adopted curriculum, and discuss best practices during PLC time. All of these factors suggest that the quality and rigor of instruction at CMI is high. Still, the school lacks a system for monitoring instructional rigor other than through CST results, formal evaluations, and student course selection. The PLC program at CMI will be utilized to address this concern.

Growth Targets

2008-2009

a) Identify resources and create a staff development calendar for AB 472 training of all staff.

The math and ELA departments adopted new textbooks (Holt and Pearson respectively).

The district planned and scheduled AB 472 training for all math and ELA teachers.

b) Review the UC/CSU A-G course approval process and insure that all eligible core classes receive A-

G approval.

All core courses received A-G approval prior to the graduation of the first CMI senior class.

CMI alumni subsequently have enrolled at UC and CSU campuses.

2009-2010

a) Participate in the adoption of new Math and ELA curriculum.

CMI math and ELA department chairs attended textbook adoption meetings to preview new

textbooks and cast votes for the desired curriculum.

CMI department chairs were given release time to meet with teachers throughout the

district to draft pacing and curriculum guides.

b) All teachers in the core subject areas to receive AB 472 training and site administration will

receive AB 430 training on the same materials.

All CMI teachers in core subjects and administrators received the appropriate training in a

session during the school year or during summer break.

All new hires since have also received the appropriate training.


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c) All staff will be trained in the use of Direct Interactive Instruction and will be evaluated on their

full implementation of the strategy.

CMI staff received DII training during PLC meetings, staff meetings, and specific DII training

sessions from Action Learning Systems including demonstrations and co-teaching

experiences.

The staff worked together to implement DII strategies by focusing school wide on a specific

strategy every week.

Walk-Throughs were held to observe the use of DII strategies at various times throughout

the school year.

Implementation of DII strategies was included as a component of formal evaluations.

d) Benchmark testing and the use of EADMS will be required in all core subject areas.

Benchmark tests were drafted and adopted at the district level for all core subjects.

Administration of benchmarks has been monitored by district and site administration.

Teachers were asked to draft an action plan for their classes after using EADMS to analyze

the data from benchmarks. As a formalized process, this practice has since been abandoned.

e) PLCs will work to review the data to ensure calibration of instruction with state standards.

PLCs have worked together to identify best practices and teaching strategies.

However, due to the horizontal nature of PLC groupings, PLCs have not yet developed a

consistent process for ensuring the alignment of instruction, curriculum, and standards in all

classes.

f) Create staff development calendar based on self-assessment of progress towards growth targets

and the needs of new staff members.

Professional development training sessions are regularly scheduled and held by the district

on a voluntary basis.

Self-assessment of staff development needs has not been formalized. The district provides

regular staff development activities and CMI staff is encouraged to participate.

2010-2011

a) Ensure that staff development calendar is supported.

The district continued to plan and implement staff development.

b) Continue use of DII in all classrooms.

All teachers were trained in the use of DII. New teachers receive training as part of

induction.

Implementation of DII strategies continued to be taken into account for formal

observations.

c) Monitor benchmark testing and use of EADMS in all core subject areas and review the use of this

data in PLCs.

District and site administration continued to monitor adherence to the benchmark calendar.

PLC continued to use the data accessed from EADMS to determine best practices and

necessary micro-interventions.


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d) Develop a staff development calendar for the next school year based on self-assessment of

progress towards the growth target.

Professional development training sessions are regularly scheduled and held by the district

on a voluntary basis.

No formalized process for teachers has been instituted for teachers or new staff members

to self-assess or identify professional developmental needs.


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V. School wide Action Plan Refinements

Great strides have been made towards reaching the goals articulated within the school wide action plan. The Commandant’s Intent from the intervening years has also made it apparent that consistency, student retention, mission articulation are also a concern. Finally, it is important for the school to implement a process to better monitor and refine action plan items, as this has not been common practice before now. This school wide action plan attempts to address all these issues and concerns.

Integrated Planning: Integrate and improve data analysis, action planning, and vertical alignment within a collaborative community to increase rigor, improve instruction, and ensure student success. Rational: PLC implementation, data analysis, and instructional rigor have improved at CMI, but the efforts to monitor and facilitate improvement in line with CMI’s mission statement have been lax and inconsistent. By integrating all three previous goals into one focused action plan, then using reflective practices to monitor progress towards the goal, the staff will become more focused and cohesive in the pursuit of increased longitudinal student achievement.

Mission Alignment: The mission of CMI is to train leaders of character prepared for excellence and community. This mission can only be achieved through multiple years of focused education and coaching. By nurturing a cohesive and collaborative culture among the staff, consistently guiding the cadets towards intensive improvement, establishing a clear educational plan, and offering ample feedback and interventions, this mission can become a reality. The PLC and Action Plan process will be integral to this process.

Growth Targets

2011-2012

Determine a leader for a SAP focus group, and establish members for the group.

Convene the SAP focus group to identify sub-goals and growth targets for the SAP, and to

identify practices for monitoring progress towards the goals.

PLC teams will discuss, adopt, and publish departmental values and visions.

All subject areas will explore possibilities for interdisciplinary student portfolios to assist in

monitoring student progress towards the ESLRs, Mission Statement, and state standards.

Establish a portfolio team to advance the creation of student portfolios.


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End State:

o API of 815 or higher o 100% participation in STAR testing o 100% pass rate on California High School Exit Exam for all first-time takers o 98% retention rate for cadets returning for the 2011-2012 school year o Two league championships o Five or more first place trophies from CACC State Drill/Air Rifle Competition during Centennial

Event o Ending balance for the 2010-2011 budget that maintains the required reserve for economic

uncertainties at 5% of total revenue

It is the commander’s role to identify risks potentially detrimental to the accomplishment of the mission. The following is the Commandant’s assessment and identification of those potential risks:

Risks

o Maintaining high academic standards will result in high enrollment retention mission failure o Adolescents require repeated admonitions and reminders to facilitate compliance with a

rigorous military-style environment. This may lead to frustration within the Instructional Cadre, staff and administration and may alienate cadets from the program

o Activity-rich environment will stretch cadet availability and may weaken some extra and co-curricular programs

o Scope of the mission can undermine quality of work without all staff members being on board and fully committed to success

o Further fiscal restrictions or reductions of revenue will force some decisions to be made that may be viewed as non-supportive of a particular program or goal

ESSAYONS!

wasc mid-term progress eport

Documents