Canyon Crest Academy
SELF-STUDY REPORT

5951 Village Center Loop Road

San Diego, CA 92130

San Dieguito Union High School District

October 7-9, 2019

We are Creative, Confident, and Accepting

ACS WASC/CDE Focus on Learning Accreditation Manual,
2018 Edition (2019-2020 SY Visits)

Canyon Crest Academy extends a warm welcome

to our Visiting Committee Members:

Mr. Bob King, Chair

Assistant Principal, Irvine High School

Miss Katie Burnett, Member

Teacher, Edgewood High School

Ms. Rebecca Lane, Member

Teacher, Vista Murrieta High School

Mrs. Josefina Steinmetz, Member

Assistant Principal, Baldwin Park High School

Mrs. Amy Varricchio, Member

Assistant Principal, San Juan Hills High School

Mrs. Jamie Yorba, Member

Teacher/ AVID Coordinator, Mission Hills High School

On behalf of the San Dieguito Union High School District:

Dr. Robert Haley, Superintendent

Mark Miller, Deputy Superintendent

Tina Douglas, Associate Superintendent, Business Services

Cindy Frazee, Associate Superintendent, Human Resources

Bryan Marcus, Associate Superintendent, Educational Services

Beth Hergesheimer, President, Board of Trustees

Maureen “Mo” Muir, Vice-President, Board of Trustees

Kristin Gibson, Clerk, Board of Trustees

Joyce Dalessandro, Trustee

Melisse Mossy, Trustee

And the Canyon Crest Academy School Community:

Brett Killeen, Principal

Lisha Brunache, Assistant Principal

Bernard Steinberger, Assistant Principal

Garry Thornton, Assistant Principal

Amy Villanova, WASC Co-Chair

Anne Whattoff, WASC Co-Chair

Table of Contents

Preface        4

Chapter I:  Progress Report        16

Chapter II: Student/Community Profile and Supporting Data and Findings        24

Chapter III:  Self-Study Findings         98

        A:  Organization: Vision and Purpose, Governance, Leadership,
               Staff, and Resources        98

        B:  Standards-based Student Learning: Curriculum         122

        C:  Standards-based Student Learning: Instruction         137

        D:  Standards-based Student Learning: Assessment and Accountability         148

        E:  School Culture and Support for Student Personal and
              Academic Growth         159

        Prioritized Areas of Growth Needs from Categories A through E        174

Chapter IV: Summary from Analysis of Identified Major Student
Learner Needs        175

Chapter V:  Schoolwide Action Plan         179

Appendices        192

Preface

Canyon Crest Academy is a community of thinkers, collaborators and doers. Campus culture has always been that of inclusion and careful cultivation. CCA prides itself on being a group of people that assesses the needs, sets the standard, digs in to do the hard work, and carefully reflects on their actions in order to better serve our students, staff and community. Those practices built this school and have been carefully nurtured along the way. In the beginning, these processes were much more organic, but as we have grown in campus size and have matured as a group, these conversations have become much more institutionalized, formalized and documented. This was done, in part, to preserve their critical importance, as well as for efficiency and for continuity. Many of the pioneers that built this school from the ground up are still active members of the faculty, but we have many fresh faces as well. This school has grown up a lot since the trailer days 15 years ago.

CCA was created based on the in-depth study of what the community felt they needed in a high school, and as it has grown from a grouping of trailers in a parking lot to the most populated high school in the San Dieguito Union High School District (SDUHSD). Throughout that process, Canyon Crest Academy has made a conscientious effort to stay connected to the pulse of the students, staff and community. The WASC process was not something that needed much retrofitting to flow into our regular habits and is simply another part of our yearly analysis and development.

Staff meet regularly in departments, and in more subject specific Professional Learning Communities (PLCs), and participate in more global check-ins with department chair meetings, as well as Cabinet meetings, School Site Council, and the variety of other committees that we have on campus (Safety, Wellness, etc) have all been involved in the process. Teachers and administrative staff also meet with others across the district to ensure we are in compliance with district LCAP needs and also to assess that we are serving the needs of our students.

Students have several vehicles for input as well. The ASB and PALs classes are student directed and actively involve students in the shaping of our campus culture and policies. Students also serve on our Raven Advisory Board, Envision Student Executive Board (arts), Athletic Ambassadors (athletics), and hold positions on the school site council, and various other campus committees. Parents are actively involved in many ways, from our general attendance monthly check-ins- Coffee with Killeen, to more formalized Canyon Crest Foundation meetings, and participation on the School Site Council. There are regularly scheduled parent information nights, as well as some that have been added in response to community needs and interests.

Our WASC specific work is outlined in the chart below. It includes staff, student and community input. These opportunities to interact with the WASC criteria largely took place in the standard meeting times for these groups, and with the exception of bringing in parents and students to our staff development times to attend to WASC specific Focus Group questions. Most WASC specific analysis was done during standard meeting times for all of the stakeholder groups.

CCA WASC Timeline 2018-2019

Our Village

Our community had numerous opportunities to engage with WASC related assessment and planning. The above schedule represents the specific work from last year, but these groupings have existed (with the exception of the WASC specific focus groups) and have been regularly utilized to assess our programs, plan initiatives and help our school develop. Our home groups were divided by curricular department and lead by Department Chair, Classified staff, administrative staff, parent group and student groupings. Our teachers selected the focus group that most appealed to their area of expertise and interest. We did have to balance the culture group and ask some teachers to move to other groups. Campus culture is very important to our staff. Groups were generally well balanced by teacher selection, and all subject areas are represented in all groups. We added parents and students to each group to ensure we were getting a well rounded perspective from faculty, Classified employees, administration, students and parents.

Focus Groups

Home Groups

The Principal meets monthly with department chairs, and also with a consortium of teacher leaders with the Principal’s Cabinet. The Cabinet meets monthly and consists of members in the following positions:

Principal- Brett Killeen

Classified Staff- Kris Gotta

Envision-Anne Whattoff, Envision Director

Athletics- Dustin Lackey, Athletics Director

Assistant Principal- Bernard Steinberger

Counseling- April Maniscalco

PALs- John Unwin

ASB-Tanner Kortman

SPED- Jennifer Ramirez

Parents and students engaged in the WASC updates through participation in the Focus Groups, as well as parent information meetings, CCA Foundation meetings, and student group meetings with ASB, and the various advisory groups. The team consolidating the school information and completing the WASC document consist of administration and teaching faculty.

• Brett Killeen, Principal
• Lisha Brunache, Assistant Principal
• Anne Whattoff, Envision Director and Coordinator of Vocal Music
• Amy Villanova, Coordinator, Instrumental Music

Anne Whattoff and Amy Villanova were also the authors of the previous WASC self study and assisted in the completion of the Mid-cycle report with Brett Killeen.

Program Assessment

All departments meet regularly in PLCs, Academic Council Meetings (district department chairs) and connect to the district office through their Department Coordinator. CCA department chairs serve as district level department coordinators in the areas of Visual and Performing Arts, Math and Social Science. Essential Learning Outcomes (ELOs) are standardized across the district for course alike programs. Math and Science teachers have had additional opportunities to collaborate across the district to meet with their course alike peers as the math department has restructured courses over the last few years, and Science is now working with the Next Generation Science Standards (NGSS). These programs are still fairly new and teachers are continuing to receive extra support, training and PD to ensure they are comfortable with the curriculum shifts and that we are serving student needs.

Canyon Crest Academy students represent more than excellence in testing, addressing standards and interacting with their curriculum. We spent 2017-2018 re-evaluating and reforming our mission and core values, and how they pertain to today’s student. The revised Mission and Vision Statements, as well as the Raven Manifesto process (see appendix for committee information)  served to really distill down what it meant to be a Raven, and what qualities we held most dear for our students and ourselves. The documents reflect a year’s worth of work, committee and all school participation, and serve as another example of the reflective, reactive nature of our campus. We aren’t the same school we were in 2004, but we continue to cultivate a Creative, Confident and Accepting campus. Last year saw the roll out of these revised documents and we continue to shape our programs to promote these ideals.

Assessment Data

CCA uses a variety of assessment tools to determine our areas for program growth and improvement. The California School Dashboard, statewide academic subject testing, AP participation and pass rates, PSAT and other outside testing measures, attendance statistics, discipline records, our Intervention Sequence, and the Healthy Kids survey all provide ways to look deeper into our academic achievement and student needs. Teachers and staff respond to these results and also to the more holistic classroom connections they make with our kids to help determine the direction of current and future work.

SPSA Formulation/Revision

All of these meetings, connections, analysis and conversation makes its way through the variety of channels to our school site council. They are the group ultimately responsible for maintenance of the Single Plan for Student Achievement (SPSA).

Table: 2018-2019 Site Council

This council changes membership yearly, but always is made of teachers, administrators, parents and students. The SPSA is revised yearly and is considered a living document. Its goals are aligned with district LCAP goals as well as site based needs. The group meets several times throughout the school year and the document is revised continually as needed. The current SPSA represents the work our entire school community did last school year in response to the WASC prompts, as well as the continued development over the last six years. The SPSA will guide our Late Start staff development meeting time, PLCs, professional development opportunities and help direct the policy decisions made at Canyon Crest Academy. We will continue to re-evaluate and revise it as we continue our work this school year.

Future work

The yearly analysis and SPSA cultivation always guides our future work, and this year’s plan closely follows the former goals, aligned to the LCAP and school site directives. Our Focus Groups have highlighted similar themes for future development, so amending the current SPSA to our new schoolwide goals was a fairly seamless process. The CCA community has chosen to continue work in the areas of student connectedness, safety and well-being, curriculum development, and to dig deeper in the area of academic achievement, with special attention given to those not yet meeting the standard on an individual level.  Progress in these areas will be analyzed as we work through the 2019-2020 school year and beyond.

Chapter I: Progress Report

1.     School Growth

Canyon Crest Academy has grown from the smallest of the four comprehensive high schools in SDUHSD to the largest. The influx of students has stabilized in the last year, but was a steady growth trend over the last six years.  CCA was a school of 1869 students at our last WASC cycle, and we are currently a school of 2550. We have added teachers in all departments, as well as in areas of administration and support staff to meet the needs of our growing campus. We have worked very hard to maintain close personal connections, for both staff and students, as well as our unique campus culture.

We have added to and changed administration roles a few times since our last official visit. Our current administrative team is a great blend of long standing district experience and new energy. Brett Killeen is beginning his fourth year as our principal, and he has been in SDUHSD for 10 years. Bernard Steinberger is beginning his 6th year as an assistant principal at CCA. Garry Thornton is beginning his 3rd year as an assistant principal at CCA, and he has been in SDUHSD since 2003. Lisha Brunache joined the team from San Marcos last year and is beginning her second year as an assistant principal at CCA. The staff has adopted ways of making each new administrator feel welcome and to introduce them to the quirky, collaborative environment they were joining.

We have also had significant changeover in our counseling department over the last several years. Our counselors are lead by head counselor, April Maniscalco, and are divided up by student alphabet in order to maintain continuity through students’ tenure at CCA. Counselors have approximately 420 students each on their caseloads. We also gained a school psychologist, social worker, and added a second campus supervisor, Jackie Busch, three years ago.

2.   Construction and Facilities

We have grown, our site has grown, and our neighborhood has really grown! CCA was born in tomato fields and our roads didn’t appear on Google maps for the first year of the school. We have watched our neighborhood grow up around us rapidly in the last six years to include condominiums and apartments on two sides, a full scale shopping and office compound, our new middle school neighbors, Pacific Trails Middle School (est. 2015), and last year a new community center to our east. This has added to traffic congestion, improved safety plans for drop off and pick-up, close communication with the influx of younger students crossing our campus for the middle school start and end of the day, and safer traffic practices leaving school. Our Conservatory for the Humanities students, along with teachers Tim Stiven and Zachary Brown, took on the city council in order to establish a dedicated left turn signal out of CCA’s main parking lot to better protect pedestrians and drivers alike. The neighborhood growth has also offered more lunch options for our students.

We are the beneficiaries of a local school bond, Proposition AA, which has led to district facilities improvements. We opened the “B” building in 2018 after a year of construction. The B building opened 16 new classroom spaces. Other Prop AA improvements include our turf field and stadium, which allow our athletes to compete at their highest level with appropriate and safe facilities. The stadium lights are going in currently and that will lead to a much improved time schedule for home athletic events. This will allow students to begin their events after school hours more frequently to reduce the number of missed classes. All the district schools are working through a prioritized list of facilities construction and improvements. Our next construction phase will incorporate a new black box theater built adjacent to the Proscenium Theater. This will allow the theater to better utilize the scene shop, box office and other infrastructure, and will improve student safety and supervision. The current black box theater will be converted into a robotics lab to better support our growing robotics program, currently in the old textbook storage room and spilling out into a nearby patio.

The Learning Commons has undergone a few facelifts as well. Most of our library books are also available in digital format, so the area has become a more modular space to allow students to utilize technology, meet and study alone or in groups, as well as serve as a lecture and performance venue as needed. Chromebook carts have been made available to all buildings and the number of available Chromebooks has increased each year as a response to testing needs and classroom technology usage. We are not a one-to-one campus, but students regularly use school Chromebooks or their own devices to access class materials.

Campus artwork has been added in numerous spots, most notably the sculpture garden to the east of the new B building. Our staff may have lost our bocce court with the addition of the B Building (the lunchtime matches were intense), but we gained a student designed and created art walk which greets people as they enter our campus. No Place for Hate and the SLATE club, led by teacher Tracy Bryant, also worked with art teachers Kimby Lababit and Jessi Mortensen to create the Butterfly Project mosaic on the side of the Learning Commons.

3.    School Safety

School safety has been a construction priority as well. Gates with pushbar exits have been installed at key access points on campus. Campus fluidity has been limited to specific entrance points. The school receptionist uses the RAPTOR system, a visitor management system, to screen campus guests and create instant visitor badges with photo IDs. The Safety Committee was established as a response to the last WASC visit recommendations. The Safety Committee is comprised of an administrator, the SDFA site representative, two classified employees, and a second certificated employee and meets quarterly. A campus security position was added in three years ago to support our student population growth.

The staff has received increased training from the site safety committee as well as local law enforcement related to threats on campus. CCA has had two official lockdown alarms, both several years ago. One was for a social media threat against the school, which was later found to be a prank. The students responsible were not CCA students. Students and staff responded as trained, and it gave our safety committee great information on how to alter the plan for future trainings. The other was for a local tornado warning. CCA also caused Pacific Trails Middle School to go into lockdown over a loud science experiment on the field. We have since improved campus to campus communication when we are planning events that might disrupt our neighbors.  

4.    Program Changes

Curriculum development has been a common theme in our district sites over the last few years. Our math program has been completely restructured district wide. Our district implemented integrated math pathways instead of traditional math pathways. Students now take Integrated Math 1 through Integrated Math 2. The math pathways are posted on the district website. The Next Generation Science Standards (NGSS) have had a similar impact on the science scope and sequence of curricular options. Our district has been educating the community about NGSS and new science pathways that will be phased in over time, ultimately resulting in a change in graduation requirements to include three years of science. Additional classes have been added, and fewer students are electing to take the Earth and Space course as a result. Teachers have received additional time in site based and district wide professional development to realign their practices with the new math sequence, and NGSS standards. These changes are now a few years in practice and the initial challenges have been overcome. Teachers are growing more comfortable with their pacing, alignment, and classroom instruction, but it continues to be a focus area for professional development and PLC work. We have not purchased new textbook adoptions that align with the curricular changes, so teachers are using a variety of source materials for their instruction delivery. SDUHSD is currently weighing the options of digital texts versus physical textbooks as they work through this transition.

Classes have been added to create stronger pathways, advanced levels and greater opportunities in Engineering and Computer Science, Envision, and CTE electives. The PE department has developed a Year Two PE course to compliment the Year One course, in addition to offering several popular PE electives. Independent Study PE is still an option, although the program requirements have become quite stringent district wide.

The Coastal Learning Academy, which housed our Special Education department has gone through a restructuring  based upon students’ needs in their IEPs with a focus on mainstreaming them while also providing a homebase for those students who need it.  General Education support classes have been added in Math and English. The Flight School class, which is an academic literacy class, has been added to assist with students that find themselves in academic struggles, especially midway through a term. Flight school candidates may have had extended absences, struggle academically or with health concerns. It provides a small classroom environment to work on study skills, interpersonal skills and life skills, while allowing time to work specifically on other classwork. Students may enter/exit the academic literacy class as needed. The PALs program has evolved into a strong counterpart to our ASB, providing students more opportunities to find connections on campus.

5.    Student Health and Well-Being

Student anxiety, stress levels and academic pressures were one of the most notable cultural changes over the last several years. CCA has been publicly recognized as a school of high academic success, and many of our newer students and families are drawn to our 4x4 schedule so that they can enroll in the most academically rigorous program their schedule will allow. CCA counselors, administration and teachers created and refined the Intervention Sequence over the last six years as a response to the previous WASC work. This protocol addresses academic, social-emotional and health concerns we see in students. Teachers and staff receive training on this process yearly. Student Support Teams (SST) comprised of a student’s current and sometimes former teachers meet to address concerns with the counseling department and Assistant Principals as needed, and a series of helps and supports are set in place or offered to the student, depending on the need/severity/immediacy of the concern. The intervention sequence was originally inspired by serving the mid-level student and the academically struggling student, but is now commonly used to help students navigate mental health issues as well.

The California Healthy Kids Survey, and the dramatic uptick in student threat assessment interventions indicate that we have a serious need to provide something outside our course curriculum to help our students navigate their high school experience.

According to the California Healthy Kids Survey and Senior Exit Interviews, students report feeling generally safe and connected to campus, but their lack of sleep, depression and anxiety, and substance use statistics are concerning. The Wellness Committee, comprised of administration, teachers, classified personnel, and parents, began in 2017. The committee organized campus-wide events for several years and worked closely with PALs, ASB, Counseling and Administration to support our students outside of class.  The Wellness Committee has also collaborated with a consultant from YouSchool to offer programming to parents, as well. The Wellness Committee has also been key in formalizing the Social-Emotional Learning (SEL) programming initiated in 2018-2019. The YouSchool programming was voluntarily inserted weekly into classes, via a rolling schedule of class periods, so as not to impact class time in any one class excessively, and to ensure maximum exposure through utilizing as many staff members as possible. We have suffered student loss in the last year, and have several other students leave CCA for hospitalizations and treatment programs. The YouSchool leaders and district counseling staff have assisted with Parent information nights, and we are very aware of the need to address this growing concern. SDUHSD has invested in SEL programming district wide for upcoming years in response to the community wide need for greater student support. CCA is implementing a once a week “homeroom” class period to help to enhance student connectivity, and to provide a vehicle for Social Emotional Learning, and Life Skills curriculum, and to give students a bit of a breather in their class schedule. Students will remain with the same homeroom teacher and cohort for their tenure at CCA as much as is possible. Homeroom will be new for the 2019-2020 school year, and will continue to be refined and assessed as we work through its first year.

Monitoring the Schoolwide Action Plan

CCA is a very transparent site. Information is shared in-house through many mechanisms, and the flow goes from administration to staff and from staff to administration in organic and approachable ways. Information from Department meetings, Cabinet meetings, and other special committee meetings are brought to the School Site Council to organize, review and revise. They are the governors of the SPSA. District leadership meets with principals to communicate the LCAP goals, and the district principals work with their sites to incorporate the district initiatives into the site plans in ways that make sense for the site. It is not a prescriptive edict, and schools maintain the autonomy necessary to honor the LCAP goals in ways that fit their site plans. Principals report back monthly to the district level administrators who collaborate and support sites with LCAP and SPSA plans as a check in. LCAP goals are also shared with district department coordinators, who then pass information to site departments as another channel of informational flow.

The School Plan for Student Achievement (SPSA) is a document guided and revised by the School Site Council. School Site Council is comprised of teachers, administrators, students and parents, and while the makeup changes yearly, the forward motion is maintained. The SPSA is considered a living document and also changes yearly. These changes are shared with staff and the community at large as they occur, and many eyes have vetted the changes before they are formally adopted. The School Site Council also serves as the watchdog group to ensure work is being accomplished along the outlined goals. They oversee the late start staff development agendas as set by the principal, and serve to hold the campus accountable to the work outlined in the plan. The SPSA is adopted by the site and sent to the district office for review as well.

2018-2019 Site Council meeting schedule

• October 1, 2018
• November 5, 2018
• December 3, 2018
• March 4, 2019
• April 1, 2019
• May 13, 2019
• June 3, 2019

Summary of Progress on Previous Goals and Action Plan

2012-2013 Schoolwide Action Plan as presented to WASC

1. Goal 1: Develop and implement academic intervention strategies to support all students, including the middle of the road students who may not be realizing their full academic potential.
2. Goal 2: Develop and implement a comprehensive plan to ensure a safe, orderly, and secure learning environment for all students and staff with emphasis on student connectedness to the school community.
3. Goal 3: Fully align curriculum and develop instructional practices that support the Common Core Standards and 21st Century Learning skills.

The WASC Critical Areas for Follow-Up from 2013

1. Continue to address struggling students and non-statistically significant subgroups for increased use and refinement of the intervention sequence.

1. Include additional training and resources to design and implement remediation.
2. Develop and implement a schoolwide process for identifying and supporting struggling or disconnected students.
3. Address the issue of free periods created when students drop a class-how can we better serve those students and encourage their success?
4. Additional course offerings available for students who elect to drop courses-remediation and support opportunities available?

2. Staff needs additional training and resources to maintain a technologically rich learning environment - both instruction and facilities.

1. a. Lack of funding inhibits the progression of technology in the classroom, how can we share resources more efficiently?

3. Interior door security in shared hallways is a safety concern.
4. Courses are in need of updated materials and texts that support our shift to Common Core Standards.
5. Develop a collegial relationship between parent/teacher/administration through a variety of communication avenues to promote positive relationships.
6. Improve connection/articulation with middle schools, especially in the areas of Math, World Language and the Arts.

The biggest area of growth from our past WASC visit to our mid-cycle report was the implementation of and training on our Intervention sequence.  It has been improving and evolving over the last six years. Capital fundraising campaigns have dramatically increased the amount of chromebooks available on campus, and several of our hardwired labs have received upgraded computers as part of CTE grants. The lockblocks were installed on all doors as a quick safety issue fix.

2017 SPSA (WASC Mid-cycle Report)

1. Improve student achievement, based on grades and assessments, including CAASPP English Language Arts and Math standardized tests, Advanced Placement exams and course alike formative assessments to determine which students may benefit from academic intervention strategies to improve proficiency.
2. Develop and implement a comprehensive plan to ensure a safe, orderly, and secure learning environment for all students and staff with emphasis on student connectedness to the school community, attendance, and graduation rates.
3. Align curriculum, develop instructional practices, and provide professional development to support the transition to California State Standards, Next Generation Science Standards and 21st Century Learning skills to prepare all Canyon Crest Academy graduates for college and career readiness. Make Chromebook carts more available to all teachers. One of our critical areas for follow up included a request for additional training and resources to maintain a technology rich environment, considering both instruction and facilities.

Other areas for critical follow-up

• Develop a collegial relationship between parent/teacher/administration through a variety of communication avenues to promote positive relationships.
• Improve connection/articulation with middle schools, especially in the areas of Math, World Language and the Arts.

CCA continued work on academic achievement for all students. The intervention sequence has gone through yearly revisions. Our Aeries system has been modified to allow interventions to be seen in student records, which has sped up/simplified communication dramatically. More emphasis was made in the last three years on social-emotional welfare, student wellness, and student and staff connectedness as a response to our expanding campus. Safety and construction issues were resolved between the mid-cycle and our current visit.  Now that we have CAASPP results to compare, we have another data measure to assess which of our students may need extra support, although the test results largely mirror our classroom grade assessments and experiential data already in use.

Safety and Wellness committees were created and worked in concert with ASB, PALs and the CCA administration to provide opportunities for students, staff and our parent community to increase interpersonal connectedness, personal wellness and to promote a more healthy life balance. The Safety Committee has evaluated our drill procedures and created procedural updates to account for our larger campus population and safe traffic flows. Supplies have been shared to all buildings to assist should we be locked down for a significant time period.

Communication between home and school has increased with the addition of Athletics and Envision newsletters. Principal Brett Killeen sends a weekly email to staff communicating the weekly business and events. All Call InTouch messages are sent out regularly to inform our families of school events weekly. The CCA website has been updated and is more user friendly. ASB uses a text app to keep students informed of events on campus via text message and social media. Articulation between high school and middle school has been greatly improved in the arts through the work done on the SDUHSD Visual and Performing Arts 5 Year Plan, currently in its second year of implementation.

Curricular shifts in math and science have put a temporary hold on textbook and curricular resource additions, but much attention has been paid to instruction and curriculum design.  SDUHSD has also been delayed in curricular resource updates due to budget and an ongoing study about the benefits and challenges of moving to a digital text when possible. Course pathways have become more delineated, and expanded to include more advanced level and capstone courses in Envision and CTE. Classes have been rewritten or edited to include options for repeatable credits and the free period/teacher’s aide course options have been tightened up.

We have several teachers on campus, in addition to Assistant Principal, Lisha Brunache, that serve as technology experts in Google Classroom since Blackboard was no longer supported.  The Aeries grading program and other Google suite expertise has been shared with staff.  Additionally our district TOSA (Teacher on Special Assignment-District level position) team makes themselves available to assist with educational technology. Students have much greater access to devices in their classrooms with the many new chromebook carts. These chromebook carts were ultimately necessary to allow our campus to complete state testing online. Mrs. Brunache has trained the classified staff on Google Suite several times during the 2018 - 2019 school year.

The more recent SPSAs have become linked to district LCAP goals. This hasn’t changed the focus or direction of our site work, but enhanced it. It was simple to align our site goals with district directives. Our site transparency is mirrored in our site-district office communication and district LCAP goals closely mirrored our site work. We were able to more carefully delineate task steps and levels of support by linking to LCAP criteria. Please see current our current SPSA for more detailed information.

SPSA 2018-2019

1. Improve balanced student achievement and implement interventions for those students who are not meeting standards.
2. Implement safety measures and practices that ensure for a safe learning environment, and implement programs and practices that increase student connectivity and wellness.
3. Develop instructional practices to support underperforming subgroups, and provide professional development, time, and resources to support the transition to Next Generation Science Standards and Career Technical Education pathways to prepare all students for college and career readiness.

Data supports that we are on track with our academic achievement goals over the last several years. Our students are increasingly successful in their state assessments, AP pass rates are over 90%, even with increased AP enrollment and AP test participation. We continue to work to support our average and underachieving students academically. We have more UC approved courses and more defined curriculum pathways in each department. The intervention sequence is now a more understood and accessible program, utilized regularly by teachers, counselors, support staff and administration.

The newly revised Mission, Vision and Values statements have been recently put into practice. We are placing less emphasis on ways to help students with academic success, and more on supporting the whole child (or adult, as we support each other as a staff). The academic systems are strong and are showing continued improvement. Community connectedness, personal safety and emotional wellbeing are increasingly important. This last year we looked at what a holistic education should include, and how to incorporate those pieces in our classroom culture and in our greater school community. Our current SPSA goals closely follow the work we have been doing over the last six years, with one significant shift in the language. Previous SPSAs were written in the language of what our school will do, our current SPSA goals are written from the student centered standpoint. These student expectations will help us better see our students as individuals and better serve them in the specific ways they need most.  These goals have been identified as our Schoolwide Learner Outcomes:

SPSA for 2019-2020

1. All CCA students will receive access, resources, and supports to maximize their individual potential and demonstrate academic growth.
2. All CCA students will have access to programs and practices that increase connectivity, wellness, balance, and safety.
3. All CCA students will be college and career ready.

Chapter II:

Student / Community Profile and Supporting Data and Findings

A. General Background and History

Canyon Crest Academy (CCA) is a comprehensive public high school in its fifteenth year of operation; it is the newest high school to be added to the San Dieguito Union High School District (SDUHSD). Students are attracted to CCA to pursue specialized education and extra-curricular enrichment in academics, the arts, sciences, technology, and athletics; and to participate in real-world application of skills through leadership opportunities, philanthropic clubs, established partnerships with local businesses and universities. Student achievement and extra-curricular engagement is strongly supported by parents and community members, who partner with school staff and an active foundation to enrich the academic experience for each student on our campus.

CCA’s curricular, athletic, and extracurricular offerings respond to evolving student interests and include specialized and in-depth studies. CCA offers a full range of Advanced Placement (AP) and honors courses similar to those courses offered at the other high schools in the San Dieguito District. In addition, CCA offers all California Interscholastic Federation (CIF) sports with the exception of football and cheer. CCA features a California Department of Education, Specialized Secondary Program called Envision that focuses on arts and technology in the arts. CCA also offers specialized programs in science and math such as QUEST, robotics, computer science, and Engineering utilizing Project Lead the Way curriculum. CCA is on a 4 x 4 schedule--one of two schools in the district to offer this schedule and it is known as an “academy” for students in grades 9 - 12. High demand to attend the school, in addition to residential development density in the Pacific Highlands Ranch area of Carmel Valley has caused CCA to grow from 350 students in 2004 to 2,575 students in the 2018-2019 school year, making it the largest high school in the district.  

CCA’s unique 4 x 4 schedule is designed to enhance student learning and create more elective opportunities. Students take four classes that meet ninety minutes every day for one half of the school year. Another four classes are then taken during the second half of the school year. At the end of a complete school year, students have had the opportunity to have taken a total of eight classes as opposed to the typical six or seven found in schools with block scheduling. These extra two classes allow students the flexibility to take classes that best meet their academic and career goals. Students have the opportunity to take all necessary courses for entrance into University of California, California State University and private post-secondary institutions, while  still having room in their schedules to pursue expanded elective opportunities. Students have opportunities to pace curriculum in a more individualized fashion. The district graduation requirement is 230 credits, so students do not need to take eight classes each year, but many do.  Some students elect to take unscheduled classes, reducing their load to accommodate for balance, work, or extra-curricular activities, while others take as many electives as possible, including advanced placement electives.

One of the unique founding philosophies of CCA is our culture of collaboration and connectivity. This philosophy is recognized in our mission and vision statements. CCA supports this philosophy through our staff recruitment process which includes, for all interviewees, questions regarding their experience with collaboration, and their willingness to participate as a team member. The yearly schedule is designed to support staff collaboration. Staff collaboration time, called Late Start Days, is set aside on a majority of Wednesdays each term. On these Wednesdays, students begin school ninety minutes later than a normal school day. Staff use this time to develop curriculum, review student achievement data and results through professional learning communities (PLCs), discuss ways to shape school culture and devise student support systems.

Canyon Crest Academy has a technology-rich environment, and staff capacity to use digital instruction and learning tools is increasing, especially with G Suite for Education. Dedicated updated lab space is available and present for those programs that need it, but most of our technology is mobile now with the use of chromebooks, including write-on, touch-screen chromebooks. Increasingly, teachers are comfortable allowing students to use their smartphones, where appropriate, in teaching and learning activities. Staff is trained on ways to use technology in the classroom as a means to improve the quality of instruction and enhance student learning as well as assistance with the development of resources such as web pages and online classroom spaces. Classified staff has been getting trained on enhancing their technology capacity via workshops offered by district personnel, as well as one of our assistant principals, who has certification as a G Suite for Education Certified Trainer.  In previous years, teachers have also been supported by a teacher who has assisted colleagues with technology tips for teaching and learning.

Since its opening in 2004, the Canyon Crest Community has excelled and is now known statewide for student achievement. Recently, our school was recognized as the #1 public high school in California. This recognition was a nice validation for our terrific students and hard-working staff, but we acknowledge that we must also be careful to balance this achievement and these expectations with keeping the focus on what is best for our students. This is why we spent considerable time collaborating on a new Vision, Mission, and Values, so that we can continue to grow and excel, but do so in creative, innovative, responsible, and healthy ways. In addition to academics, CCA students have opportunities to participate in extracurricular activities designed to enrich, challenge, and connect them to build a culture of Raven pride. Robust elective course offerings, the award-winning ENVISION program, competitive athletic teams, student clubs, STEM, our PALs, and ongoing ASB events--each represent opportunities for each student to get involved, foster healthy peer relationships, and contribute to our shared CCA community. Creative, Confident, Accepting--this is what CCA is all about!

1. Community

Canyon Crest Academy is located in an area known as Carmel Valley situated in north coastal San Diego County. As a district school of choice, any student who resides within the San Dieguito Union High School District boundaries may apply to attend CCA. Communities within the SDUHSD boundaries include the coastal North San Diego County communities of Cardiff-by-the-Sea, Encinitas, Leucadia, and Olivenhain in the City of Encinitas; the cities of Del Mar and Solana Beach; the community of La Costa in the City of Carlsbad; the community of Carmel Valley in the City of San Diego; and the communities of Rancho Santa Fe and Fairbanks Ranch.

CCA’s neighboring community, Carmel Valley, is a fast-growing upper middle class residential community composed of educated parents, many of whom are entrepreneurial and work in Sorrento Valley in industries such as biotechnology, universities, and other professional endeavors. Those who work in the university setting often work at the University of California, San Diego (UCSD), The University of San Diego (USD), the Scripps Institute of Oceanography, multiple businesses in the biomedical research field, and high tech giants such as QUALCOMM, SAIC, and Hewlett Packard; all of which influence the high standard of educational expectations at Canyon Crest Academy.

Canyon Crest Academy has an active parent fundraising group called the Canyon Crest Academy Foundation. The mission of the Canyon Crest Academy Foundation is to “enrich the experience of every student, every day.”  The foundation partners with students, parents and staff to facilitate community involvement and provide financial support for CCA educational programs and priorities. The Foundation is also very visible on campus as parents assist in the library media center, at lunch daily, and help in the administrative offices. In addition to having a physical presence on campus, the Canyon Crest Foundation is also generous in its financial support of the goals and programs at CCA, through funding staff development, classroom supplies, technological resources, programs for students, and designated support for the arts, athletics, academic teams, and wellness programming. Over the last three years, the CCA Foundation raised nearly $5 million to support academic programs, athletic programs, Envision, student support programs, and technology resources. The Foundation had been a strictly volunteer association until the 2012-13 school year. As the school programs expanded, along with school size, it became important to staff the Foundation with paid positions for Executive Director and Bookkeeper. As revenues and expenditures have grown, the Foundation has also been financially responsible and submits to a voluntary audit each year. The Foundation is housed on campus allowing for easy access between Foundation leadership and teachers, coaches, parents, and administration.  The Foundation holds monthly Executive Board and Foundation Board meetings on campus.

Canyon Crest Academy’s Career Technical Education (CTE) and Envision programs regularly partner with community organizations and local businesses to create enriching and authentic opportunities for students. For example, Advanced Engineering partnered with DRS Daylight Solutions, a San Diego technology company, during the 2018-2019 school to create a work-based learning experience for student teams over the course of a semester. Other community and business partnerships include Qualcomm, Studio West: Recording Studio & Music Production Program, The Center for World Music, Fleet Feet® | Running Shoes, Running Apparel & Gear, and Nature Collective (Formerly San Elijo Lagoon Conservancy).

2. Staff Description

CCA employs a large staff to support our 2,550 students on our campus. There are 112 certificated staff members, including general education and specialized education teachers, counselors, administrators, and other student support services personnel. Six full-time qualified school counselors work on the student services team. Other student support services personnel include one school psychologist, one speech-language pathologist, one social worker, three assistant principals, and two instructional aides.

CCA has 21 full time classified staff, including two campus supervisors, 10 clerical staff, one library media technician, 6 custodial staff, one theater technician, and one vocational developer shared with other sites. There are additional part-time staff members, including nutrition services employees, athletic coaches, and an athletic trainer. CCA neither employs its own substitute teachers, nor has substitute teachers on call. SDUHSD employs 221 certificated substitute teachers.

The CCA administrative team is comprised of three males and one female. All school counselors are female, and certificated teachers include 49 male teachers and 50 female teachers. The ethnicity of all staff members at CCA is detailed in the table below.

Table: Ethnicity of Staff

Source: SDUHSD Human Resources, obtained 4/12/19

3. School Purpose

In the 2017-2018 school year, Canyon Crest Academy generated input from multiple stakeholder groups to update the school vision, mission, and values. The previous vision, mission, and values statements were created when the school opened. The school was much larger than before and the demographics were changing, as well as programs, and there was an interest in protecting and nurturing our culture, so it was time to address this topic. The principal, Brett Killeen, initiated the process in August, 2017 at the professional development day for teachers and classified staff.  Certificated and classified employees were asked to give input on the following prompts:  “Where should we go as a school (Vision)?”  “How should we get there (Mission)?”  “How should we treat one another (Values)?”  A google folder was created with input on these prompts.  This same process was replicated with parents during the school year through Coffees with Killeen and in the Foundation, School Site Council, as well as with students in classrooms. A Vision/Mission/Values Committee was established with representation from certificated staff, classified staff, parents, and students. This committee synthesized the input to see what was most important to our stakeholders. The committee then broke into two groups and each began drafting language for a new Vision, Mission, and Values. Though they worked independently, their draft products were very similar.  A google survey was sent to all families asking for their preferences.  It was apparent that the community liked both drafts, so the committee re-convened to blend the best of each and arrive at a final product. The brand new Vision, Mission, and Values was unveiled at graduation, 2018, and on a larger scale in the Fall of 2019. During the 2018/2019 school year, the Vision, Mission, and Values were promoted and work began to collaborate on specific ideas to actualize the Vision, Mission, and Values.

4. Schoolwide Learner Outcomes

CCA’s expected schoolwide learner outcomes are the three main student goals in our School Plan for Student Achievement and they focus on students’ individual academic achievement, balance, wellness, connectivity, and college and career readiness.  CCA’s Schoolwide Learner Outcomes are tied closely to our school’s vision and mission and focus on preparing students to thrive after high school academically, socially, and emotionally. Our SPSA and the school goals within it are continually measured and evaluated by our School Site Council, and represent student outcomes for all CCA students. The SPSA is a living document that the SSC can change at any time, based upon student needs and input from stakeholders. This allows us to continually adjust our goals and student outcomes to be aligned with our students’ needs. The Raven Manifesto is a very specific document that outlines additional student outcomes and specifies the values and characteristics we strive to instill in all CCA students.  The Raven Manifesto supports the Schoolwide Learner Outcomes, especially goal 2, and it forms the basis for our Social Emotional Learning.

School Goals

The CCA School Site Council is tasked with outlining and evaluating our school goals outlined in our SPSA. School Site Council is an elected group of parents, teachers, students and staff working together to improve our school's education programs. School Site Council meets several times each year and adjusts our schoolwide goals and student outcomes in response to student needs. Other stakeholders contribute to the measurement of progress towards meeting current goals and the development of future goals through discussion and collaboration in multiple other advisory groups, including department chairs (staff), Raven Advisory Board (students), Wellness Team (parents and staff), Cabinet (staff and classified), and whole staff meetings. The 2018-2019 school goals identified in our SPSA are as follows:

SCHOOL GOAL 1 (Schoolwide Learner Outcome 1)

All CCA students will receive access, resources, and supports to maximize their individual potential and demonstrate academic growth.

SCHOOL GOAL 2 (Schoolwide Learner Outcome 2)

All CCA students will have access to programs and practices that increase connectivity, wellness, balance, and safety.

SCHOOL GOAL 3 (Schoolwide Learner Outcome 3)

All CCA students will be college and career ready.

Raven Manifesto

The development of our Raven Manifesto came from a need to actualize our Vision, Mission, and Values and to further outline the characteristics of students who are ready to thrive in tomorrow’s world. The Wellness Committee (comprised of certificated and classified staff, as well as parents) and the Raven Advisory Board (comprised of students) collaborated along with a facilitator (Scott Schimmel from YouSchool) to identify the “affirmations” that we want each CCA student to be able to do upon graduation. These are characteristics that will not only make them perform better as students, but also to be healthy, happy people who have a skill-set that will make them successful in life. The Raven Manifesto is in alignment with our school’s Vision, Mission, and Values and it supports our Schoolwide Learner Outcomes. The Wellness Committee worked to draft the statements and then we vetted them with students from the Raven Advisory Board to make sure students agreed with the direction we were going. These affirmations from the Raven Manifesto became the “modules” for our Social Emotional Learning program.  We continue to engage the Wellness Committee, the staff, parent groups, and students to get feedback and make changes to enhance our program. 

CCA strives to create learners who embody the following five characteristics:

1. Resilient
2. Self-aware
3. Valuable
4. Empathetic
5. Accountable

These broad characteristics are more specifically enumerated in the full Raven Manifesto: 

4. WASC Accreditation History

Canyon Crest Academy has had two full WASC visits since its opening on August 30, 2004.  In April, 2005, WASC visited CCA with an Initial Visiting Committee.  During its summer meeting, the Commission approved CCA’s application for candidacy status.  In the 2007-2008 school year, CCA had its first full WASC visit. A second full WASC visit occurred in the 2013-2014 school year. Both the initial visit and the most recent visit in 2013 resulted in six-year accreditation terms.

The 2013 WASC accreditation visit prompted several revisions and clarifications to our School Plan for Student Achievement (SPSA), primarily surrounding imminent new standards in Math and Science and areas related to student wellness. Agendas from PLC meetings showed evidence of ongoing work in curricular development, student mental health concerns, and the development of programs to maintain a tight knit and healthy student and staff community.

The 2017 mid-cycle report was created from ongoing feedback from staff, students, parents, and the administration. In addition, the whole school participated in a formalized activity on February 15, 2017 to formally gather input from all stakeholders. During this activity, the school solicited feedback on the five focus areas using the WASC Progress Report template and reviewed the critical areas for follow up from the 2013 visit. Examination and review of school data indicated progress on all 6 critical areas for follow-up and the importance of continued alignment between our WASC areas for follow-up, our school goals, and our district LCAP goals.

4. LCAP Identified Needs and Description of Goals

Districtwide LCAP needs and goals are integrated into all identified student outcomes at CCA. Parents and community members throughout the school district regularly give input to the LCAP process in several ways. From October of 2017 through April of 2018, SDUHSD gathered information from staff, students, parents, and the local community through online surveys and district advisory groups. In April and May of 2018, the school district shared the 2017-18 LCAP annual update and 2017-2020 LCAP with parents, school staff, and community members to gather feedback. The LCAP was reviewed by the District Parent Site Rep. Council and the District English Learner Advisory Committee, with the final plan approved by the Board of Trustees in June 2018. The district updates the three year plan annually and makes adjustments to goals and actions as needed based on stakeholder feedback and data review.

More specifically for Canyon Crest Academy, the School Site Council provides input during the LCAP process, as well as input for the School Plan for Student Achievement (SPSA). The School Site Council carefully reviews district priorities as stated in the District LCAP in order to inform school goals. In both the 2017-2018 and 2018-2019 school year, the CCA School Site Council was comprised of the principal, five classroom teachers, two other staff members (one assistant principal and one office staff member), four parents or community members, and four students. The school site council met four times in the 2017-2018 school year, and seven times in the 2018-2019 school year. The meeting dates for the 2017-18 school year were: October 2, 2017, December 4, 2017, February 26, 2018, and May 21, 2018. The meeting dates for the 2018-2019 school year were October 1, 2018, November 5, 2018, December 3, 2018, March 4, 2019, April 1, 2019, May 13, 2019, and June 3, 2019.

The table below describes the identified needs and goals from the district LCAP, their alignment to school goals, the rationale for each goal, and the expected measurable outcomes that will measure progress towards obtaining the identified needs.

Table: School Goals and Expected Measurable Outcomes with LCAP Alignment

B. School Program Data — Description of Programs

1. General Education Program of Study

Students at CCA follow a 4x4 block schedule where they take up to four 90-minute classes per day, five days per week, in each 18 week Fall and Spring term. On this accelerated system, every term-long class is the equivalent of a traditional two semester/year-long class and students earn two final grades per class each term. Students who take eight classes can earn up to 80 credits in a year. The 4x4 schedule also gives students the chance to take additional electives. With numerous courses, students have opportunities to explore various disciplines. For students who have a specific area of interest, taking sequential elective or academic classes “back-to-back” in both terms in order to advance their skills and knowledge is a popular option. All students have the opportunity to take all necessary courses for entrance into University of California, California State University and private post-secondary institutions, while still having room in their schedules to pursue expanded elective opportunities or opt for an unscheduled period to pursue athletics, extra-curricular activities, or off-campus internships or work experiences.

Briefly, the required program of study that all students experience and must complete to graduate CCA are:

• Four years of English (40 credits)
• Three years of math (30 credits)
• Three years of social studies (30 credits)
• Two years of science (20 credits)
• One year of physical education, including health (20 credits)
• One year of career and technical education/practical art (10 credits)
• One year of a visual/performing art (10 credits)
• Elective classes (70 credits)

CCA offers a wide variety of courses to fit the needs and levels of all students. In addition to offering college preparatory courses for each of the required courses for graduation, CCA offers a variety of advanced courses to meet the needs of our students wishing to challenge themselves beyond the required college preparatory curriculum. CCA has an open access policy allowing all students the opportunity to take honors or advanced courses. During the 2018-2019 school year, the following advanced courses were offered:

• Advanced Drama Honors
• Calculus III
• English 9 Honors
• English 10 Honors
• Integrated Math I Honors
• Integrated Math II Honors
• Integrated Math III Honors
• Linear Algebra (may be taken as a dual enrolled college course)
• AP Art History
• AP Biology
• AP Calculus AB
• AP Calculus BC
• AP Chemistry
• AP Computer Science A
• AP Computer Science Principles
• AP English Language
• AP English Literature
• AP Environmental Science
• AP European History
• AP French Language
• AP Macroeconomics
• AP Physics 1
• AP Physics 2
• AP Physics C: Electricity & Magnetism
• AP Physics C: Mechanics
• AP Psychology
• AP Spanish Language
• AP Statistics
• AP Studio Art 2D
• AP Studio Art 3D
• AP Studio Art Drawing
• AP United States History
• AP US Government & Politics
• AP World History

In addition to completing the required academic courses for graduation, all students at CCA participate in Social Emotional Learning as part of the general education curriculum. In 2018, CCA partnered with The YouSchool to create 38 modules to be delivered on a rotating period basis every Tuesday of the school year.  These social emotional learning (SEL) modules are directly created from our Raven Graduate Manifesto, a comprehensive list of what we want our graduates to think, say and do once they graduate CCA. 2018-2019 is the first year of implementation of the Social Emotional Learning programming as part of the general education program of study. The effectiveness of this programming will continue to be evaluated and the delivery and structure of the programming will continue to evolve.

2. College and Career Preparedness

CCA offers a diverse selection of curriculum and programming aimed at ensuring students are college and career ready. In addition to offering varied academic pathways and opportunities to meet the needs of any learner, CCA is committed to social and emotional learning and supporting students in their self-awareness and overall wellbeing. The curriculum, programs, and support services available to students at CCA are aligned with student needs and our schoolwide student goals and outcomes. Ultimately, CCA aims to ensure all CCA students are college and career ready in terms of academic knowledge, critical thinking and problem solving, collaboration and communication, and social and emotional learning.

SDUHSD College and Career Scope and Sequence

The CCA Counseling Department recognizes the importance of all students having access to college and career information to assist them in planning for post-secondary options of their choosing. The work of the CCA Counseling Department serves to support the goal of college and career preparedness for all students and ensures all CCA students are on track to meet this goal.

Counselors at CCA offer grade-level lessons or presentations in the areas of course planning, career exploration, and aligning student interests to future areas of study, training, and careers in alignment with the SDUHSD district scope and sequence for college and career planning. The entire scope and sequence for SDUHSD student college and career planning outlines the theme and activities at each grade level throughout the district, from grade 7 to grade 12. Counselors at CCA create and implement the lessons and presentations identified in the SDUHSD College and Career Scope and Sequence, participate annually in training related to college and career counseling, and work collaboratively with all stakeholders to assist with students being college and career ready upon high school graduation.

Source: SDUHSD Scope and Sequence for College and Career Planning

Career Technical Education (CTE)

CCA offers seven CTE pathways that build transferable professional skills through project-based learning aligned with industry standards and core content: Business Management, Design Visual & Media Arts, Engineering Technology, Film & Video Production, Graphic Design, Performing Arts, and Software & Systems Development. CTE courses are sequenced so that students build on prior knowledge and work toward advanced coursework in their capstone classes. Pathways are designed with industry input, and focus on rigorous, relevant and real-world learning.  By integrating innovative instruction, vertically aligned courses, and transferable professional skills, those who complete CTE pathways leave high school ready for their future in college and beyond.

Canyon Crest Academy Career Technical Education Pathways                                  

*UC Approved Course                                                         Community College Articulated Course

Most of the CTE courses offered at CCA meet UC A-G requirements, providing an opportunity for students to both fulfill college admission requirements and explore a specialized career pathway. In addition, some CTE courses are community college articulated courses, meaning that students can earn college credit for completing the course at CCA. Currently, the following CTE courses at CCA possess articulation agreements: Introduction to Business, Marketing Principles, Advanced Business Management, and Photo Imaging. CCA CTE teachers in multiple pathways are actively working with community college representatives to expand our articulated courses in the coming years.

Students who do not wish to complete a CTE Pathway are also eligible to participate in CTE courses. All CTE courses fulfill our district requirement for 10 credits of Practical Arts. If students wish to work towards completing a pathway, they can begin a CTE pathway in their freshman, sophomore or junior year. To complete a CTE pathway, students must pass at least two courses within the pathway, including the capstone. Some pathways offer additional enrichment courses for students who are looking to increase their skills or broaden their experience. Completion of a CTE pathway is indicated on official student transcripts. Additional benefits of completing a pathway include:

• Access to real-world learning that helps connect core academics to industry applications
• Access to updated technology, facilities and tools that enable students to apply their knowledge in meaningful and creative ways
• Completors are better prepared for college and career thanks to rigorous, relevant coursework, work-based learning experiences, and contact with the professional world
• Courses are infused with essential professional skills including interviewing techniques, resume building, labor market research, and interpersonal skills
• CTE pathways help students connect their core academics with their personal interests, skills, and creativity.  Our pathway students feel more connected to their academics, and are more driven and focused when they get to college and enter the workforce

CTE teachers actively partner with community businesses to expand authentic learning experiences for students in CTE courses. In the 2018-2019 school year, Digital Art and Design students in the Graphic Design pathway partnered with local business Fleet Feet to design T-shirts to be featured and sold in their store at the neighboring Pacific Highlands Ranch center. Students participated in a complete design job process, from meeting with the client and learning about their needs and specifications, to planning and executing the design to be delivered by a client-imposed deadline. Other pathways regularly partner with local businesses and professionals to design and develop projects and inform course curriculum.

Science, Technology, Engineering and Mathematics (STEM)

Canyon Crest Academy has a strong and continuously growing Science, Technology, Engineering, and Mathematics (STEM) program. The STEM program features courses in engineering, science, and math that are extensions beyond the standard scope of study in these disciplines. Targeted STEM courses at CCA allow students to explore the field beyond the traditional mathematics and science academic pathways, providing career-ready skills upon high school graduation and creating a strong foundation in the field for students who pursue STEM majors in college. Many of CCA’s STEM courses have been organized into CTE pathways. Computer Science courses are part of the Software, Systems Development pathway and Engineering courses are part of the Engineering Technology pathway.

CCA’s Engineering Technology pathway encompasses three courses: Introduction to Engineering, Digital Electronics, and Advanced Engineering and Technology. Introduction to Engineering exposes students to the major engineering disciplines and provides students with the analytical tools necessary to pursue further study in engineering, while the Digital Electronics course exposes students to the design process of combinational and sequential logic design, teamwork, communication methods, engineering standards, and technical documentation. Advanced Engineering builds on the skills learned in both of the prior Engineering courses and requires student teams to partner with community businesses to complete an authentic project. Projects can include, but are not limited to, mechanical and electrical control systems, robotics, mobile software applications, artificial intelligence, and aquaponics systems. In the 2018-2019 school year, our Engineering Technology pathway partnered with DRS Daylight Solutions, a San Diego technology company, to implement an in-class internship model in the Advanced Engineering and Technology capstone course. Through this internship agreement, teams of students collaborated with DRS on a real-world project, collaborating with industry professionals throughout their semester in the course. Other pathways regularly partner with local businesses and professionals to design and develop projects and inform course curriculum. In addition, All CCA Engineering courses are UC approved and also fulfill the SDUHSD practical art graduation requirement.

The Software, Systems Development pathway focuses on Computer Science and encompasses four courses: Exploring Computer Science, Computer Game Design, AP Computer Science Principles, and AP Computer Science A. Exploring Computer Science provides students with foundational knowledge of computer science, while AP Computer Science introduces students to the foundational concepts of the field and challenges them to explore how computing and technology can impact the world at a higher level, using MIT App Inventor and Android devices. AP Computer Science A, the pathway capstone course, is equivalent to a first-semester, college-level course in computer science and emphasizes both object-oriented and imperative problem solving and design using Java language. Each year, both the Engineering and Technology pathway and the Software, Systems Development pathway hold an advisory meeting and student showcase to elicit input from industry professionals and display student achievements. These meetings serve to continuously align course content with industry standards and expectations. Both AP Computer Science Principles and AP Computer Science A are eligible for college credit at many colleges upon earning a passing score on the AP exam. All Computer Science courses are UC approved and also fulfill the district practical art graduation requirement.

Many of the students enrolled in the Computer Science and Engineering pathway courses also participate in various after-school enrichment programs.  One such program is CCA Robotics which is comprised of several teams within the FIRST (For Inspiration and Recognition of Science and Technology) national organization.  CCA currently supports one FRC (FIRST Robotics Challenge) team of approximately 80-90 students and three FTC (FIRST Technology Challenge) teams of approximately 10-15 students each.  The teams compete in national and international Robotics competitions.  The Robotics program is structured to develop the skills and knowledge of students in Robotics, Engineering, Science, Mathematics, and Computer Science. Through this program, students have the opportunity to unlock the power of their imagination by designing and constructing radio-controlled robotic devices that can lift, throw, climb, gather, and expand the boundaries of experimental intelligence. The system gives students a fun, new way to learn STEM subjects. By working together to create robots that perform exciting challenges, they also gain valuable problem solving and team-building skills. CCA Robotics has been involved with the FIRST robotics competitions since 2009 and has won several awards over the years.  Another program is an all-girls computer science and engineering organization through the GWC (Girls-Who-Code) national association.  CCA currently supports the GWC program focused on providing introductions to engineering and computer science to any interested girls through fun and challenging projects within a welcoming and inclusive environment.  The group participates in Robotics via the Ravenettes all-girl FTC team as well as engages in outreach events to expose middle school aged girls to the STEM  fields via engineering and computer science projects.  Both Robotics and Girls-Who-Code offer summer camp programs to the community as a way to foster interest  in engineering and computer science to younger students through a combination of technical curriculum and hands-on projects.

In addition to Computer Science and Engineering, CCA offers the QUEST Research program, a three-course sequence designed to provide students who are motivated by curiosity and are capable of independent learning with an authentic science experience. QUEST is not an acronym.  When it was established, “quest” was intended to mean “a quest for knowledge” as well as creating a “question” such as a hypothesis in scientific research. In QUEST courses, students are engaged in all aspects of science and have the opportunity to observe and conduct original scientific research. Students read scientific journal articles, develop hypotheses, collect and analyze data and eventually present their findings. QUEST also provides students with the opportunity to meet and work with scientists from varied disciplines, obtaining skills and guidance, which will assist them in planning their educational and professional future.

QUEST fully launched in the 2009-2010 school year with Research Methods, the Tier 1 course. This course served as the foundation course for the QUEST program at CCA. In this course, students gain knowledge and techniques that will prepare them for a career in science. Students are provided with the necessary strategies and techniques to read and evaluate research studies. They learn fundamental concepts of research design and basic statistical procedures for analyzing data. Students will understand, design, and conduct preliminary analyses of research investigations related to applied topics. This course meets the SDUHSD graduation practical art/CTE requirement.

CCA added Tier 2, Applied Sciences, to the QUEST program during the 2010-2011 school year. In this course students apply knowledge and techniques to conduct their own research. In this project-based course, students are required to use the information they have learned in previous science and math classes to investigate and solve "real world" problems. They will also learn new material while conducting background research to solve problems and design experiments. Students network with experts who can provide more information and insight towards their projects, go on field trips, write technical reports, and make formal technical presentations. Students will complete an original research project as a culminating event. Students will have the opportunity to enter research competitions, including but not limited to Science Fair. Enrollment is open to students in grades 10th-12th who have completed Tier 1 Research Methods, and completion of or concurrent enrollment in Chemistry. This course is designed for students with an interest in pursuing a career in science.

In 2012-2013 QUEST piloted a new course: Tier 3 Research Internship. In this internship course, students work independently under the supervision of a professional science mentor and instructor. Students will complete an original research project off campus. Students will have the opportunity to enter research competitions, including but not limited to Science Fair. This course is designed for students with an interest in pursuing a career in science. Students are required to have a professional science mentor for enrollment.

Table: QUEST Enrollment

Source: Aeries 7/30/19

Internship and Work Experience

CCA has developed an internship program that provides students with the opportunity to earn course credit and develop skills and knowledge about various careers and occupations through non-paid internships. The Internship Program is one of collaborations between various school based groups and community based organizations as well as businesses focused on the arts, science, math, business, music, and technology. The current focus of this program is in developing relationships with a variety of organizations in the area. In addition to the Internship class, a large number of students receive credit for Work Experience through employment in community businesses each year. The Internship course includes a minimum of 40 hours per quarter of on-site experience and a minimum of 9 hours of instruction to earn 5 credits. The Work Experience course includes a minimum of 90 hours per quarter and minimum of 9 hours of instruction to earn 5 credits.

The curriculum is offered onsite in the form of classroom instruction and meetings once per week, and outsourced in terms of employer/mentor instruction. The year long curriculum focuses on projects / research / activities in the following areas:

• employment preparation
• job success
• economic awareness
• career awareness
• communication / soft skills
• financial literacy

To orient students, the counselors provide information about the program to students, and the Internship/Work Experience teacher reaches out to students who have questions. Students meet once per week with the teacher to reflect on what they learned and accomplished during the week at their job site. School counselors help students decide whether the class is a good fit for the students’ needs, and the students meet weekly with the teacher for support, guidance, and lessons about the work world.

There are no formal partnerships with businesses or community other than the relationship established between the student and the employer/internship mentor.  Students choose their internship based on their interests and college and career goals.  Students have been placed in area hospitals, veterinary clinics, physical therapy clinics, the Birch Aquarium, UCSD research facilities, local startups, art galleries, political offices and many others.

Envision, the Arts at Canyon Crest Academy

A distinctive curricular emphasis at CCA is Envision, a comprehensive arts program open to all grades and entailing classes in seven core disciplines: Cinema, Dance, Humanities, Instrumental Music, Theater, Visual Arts, and Vocal Music. This highly collaborative program was developed through the State of California Department of Education's Specialized Secondary Programs Grant during the school‘s inception and focuses on providing an in-depth, technology rich arts education to students in the San Dieguito Union High School District who recognize arts as their passion. All students have the opportunity to choose from a rich selection of Envision day classes in each of the seven disciplines, including CTE courses and pathways in cinema, music, technical theater, and visual arts.

For students interested in pursuing a more in-depth experience, Envision has a second component known as Conservatory. Admittance to Envision Conservatory is by audition or interview only, and will be serving 244 students in 2019-2020. This three year, pre-professional program includes an extended day fifth period class for students who not only recognize art as their passion, but intend to pursue this passion at the university and/or professional level. Each term, students participate in 90 hours of intensive discipline-specific work and about 15 hours of interdisciplinary exploration. Conservatory students are required to enroll in Envision day classes in their chosen area of focus, and are expected to uphold strict attendance, academic, and behavior policies. Students participate in one-on-one and group/ensemble instruction/projects, internships, masterclasses, and workshops, as well as training and support for auditions, college entrance, and scholarship opportunities. Conservatory members are challenged with a rigorous curriculum with juried performances and portfolio reviews each year, culminating in a senior thesis project required for completion of the program. 

Also unique to the Envision program is its utilization of Guest Artists: professionals from the seven disciplines who provide real life context for Envision students during both day classes and Envision Conservatory. Envision takes pride in our strong connections with community and international organizations, universities, and industry that help build a rich, authentic, and relevant education in the arts. Envision creates an environment of artistic expression for all students who choose to attend CCA, whether or not they choose to be a part of the Conservatory program.

Peer Assisted Listeners (PALs)

Peer Assistant Listeners is both an elective course offered to students and a program that serves the school community. The purpose of PALs is twofold; first, the course aims to develop leadership capacity within selected students, and second, the initiatives and activities PALs facilitate promote student wellness and facilitate student connections to encourage a safe and positive school community. The work of PALs aligns with various school goals, including providing access to programs and practices that increase connectivity, wellness, balance, and safety.

As part of the Peer Assistant Listeners course, PALs receive training and support from a teacher and counselor, act as guides, mentors, and mediators for other students. In their interactions with students, PALs utilizes the skills learned in class, including cultural competency, effective communication, decision-making, higher order thinking, and resiliency building. Through a combination of leadership and assistance, PALs offers individual and group peer support, orientation for new students, classroom presentations, and school/community outreach projects. In addition, the PALs are instrumental in the implementation of the schoolwide Social Emotional Learning (SEL) curriculum. PALs often visit classrooms to deliver SEL modules to peers, and strive to promote the Raven Manifesto statements in all activities and events they coordinate.

In addition to providing day-to-day support and initiating numerous activities on campus, the PALs program coordinates Community Day, a full-day event in both the fall and spring semesters. The purpose of Community Day is to cultivate a safe and accepting high school community, and calls on students, adult staff members, and parents to come together for a full day of high energy community-building activities designed to strengthen the bonds between students and build a stronger sense of community and support. Other wellness and social emotional learning components are also weaved into Community Day activities, such as dealing with stress and practicing mindfulness.

Community days are organized by grade level. In the 2018-2019 school year, PALs held three separate community days organized by student grade levels. CCA students can participate in community day by signing up. PALs can support 100 student participants each community day who are chosen on a first-come, first-serve basis. In addition to attending community day, PALs solicits student volunteers to assist with leading the community day events. 18 student leaders are chosen for each community day; student leaders must apply and complete an interview process to be selected.

Table: Number of Students Participating in Community Day

Source: PALs program data

Associated Student Body (ASB)

Canyon Crest Academy’s Associated Student Body (ASB) & Leadership program combines a class with extracurricular opportunities for passionate and engaged students to accomplish our mission “to unify the school’s community and promote a spirited, diverse, and accepting CCA culture.”

ASB is an Application Only course that accepts 9th-12th grade students who can either run for ASB office during the spring elections or apply as a general candidate for acceptance into the program the following year. Elected officers are enrolled in both terms; general candidates are assigned to either Fall or Spring term depending on preference and space. This course includes a minimum of 25 hours per quarter of outside-of-class event support (lunch activities, athletics promotions, school dances, etc.). Additional requirements include weekly assignments/paperwork, professionalism, consistent effort, and positive modeling of leadership and participation on campus.

The class is structured to cultivate mastery, autonomy, and purpose as individual leaders as well as to encourage the program as a whole to function effectively in order to meet the vision of the school. To that end, students are assigned to one of ten committees that each focus on a different aspect of school culture (sports, clubs, outreach, special events, dance, etc.). Students are given a position within that committee (manager, budget, secretary, or publicity) based on their preferences, experiences, and skills. Each committee works within their budget to put on two events per quarter that encourage spirit, participation, and generally support a positive campus climate. Students are trained to meet the expectations of the position within their  committee, as well as to work collaboratively with other committees on special assignments and projects.

In addition to the responsibilities of the committee, the ASB Director provides students with twice-weekly leadership lessons drawn from a number of sources including but not limited to materials developed by the California Association of Directors of Activities (CADA), CASBO, and the latest in leadership theory and practice. Topics can include budgets and accounting, interviewing techniques, marketing, networking, vendor relationships, teamwork in business, and diverse leadership strategies.

The ASB program also facilitates and approves the activities of a large number of clubs and organizations on campus (200+). Part of ASB’s mandate is to ensure that all students have an opportunity to be involved in some aspect of our school culture and community, and that those organizations providing opportunities for students are in compliance with the rules and regulations that are relevant to their operation. ASB students work closely with other student leaders, administrators, teachers, businesses and stakeholders in the community so that each of these entities can contribute to what makes CCA successful.

Independent Study Physical Education (I.S.P.E.)

SDUHSD and CCA support and appreciate after-school activities, but recommend that all students participate in the physical education program at each school site. However, SDUHSD and CCA offer an independent student PE program for students who: are exceptionally gifted, state, or regionally ranked athletes; wish to take an advanced level course the school is not currently offering; have an impacted schedule because they are in special academic support programs or a specialized elective they need to take each year during the regular school day which precludes taking a regularly scheduled PE class; have medical conditions; have fulfilled their high school graduation PE requirement. Students in grades 11 and 12 who have completed their two years of P.E. credit for graduation may take I.S.P.E. as an elective if they meet all of the criteria for participating in I.S.P.E. Students are selected based on their ability to handle the individual responsibility of ISPE.

Students have been granted the ISPE opportunity for activities such as dance, gymnastics, and crew (rowing). ISPE courses must develop proficiency, knowledge, and skills that cannot be achieved within the in-school PE program. Year-long goals must be developed with the ISPE coach and student to reflect unique growth through their ISPE program and align with the California State Physical Education Standards and Physical Fitness Test requirements. The instruction must be equal to the hourly requirement of the state of California PE statute, which is 400 minutes every 10 school days/2 weeks. There are a total of four quarters each year, and the student must meet a minimum of 1800 minutes or 30 hours for each of those quarters.

All I.S.P.E. instructors/coaches are required to sign a Statement of Responsibility and a Hold Harmless Agreement. Instructors/coaches must also carry one million dollars in Commercial General Liability insurance for the activity in which they are giving instruction. (Homeowners policies, Declarations, Summaries, bills, invoices, etc. do not meet the District’s qualifications or standards as proof of insurance). The parent must sign a District Liability Waiver which holds the District harmless from any liability or claims as a result of the I.S.P.E. program. The parent/guardian agrees to undertake all transportation of the student to and from I.S.P.E., since the District will not provide transportation.

The I.S.P.E. course must be part of the student’s regular bell schedule. I.S.P.E. may not be an additional period with the exception of students who participate in the school’s music program. Those students may be eligible to apply for I.S.P.E. as one additional period. For non-music students, if the school has a six period day, I.S.P.E. must be one of six classes, not a seventh class.  ISPE is a year-long course commitment. Students enrolled in I.S.P.E. are not to change their activity midyear. A coach change is only permitted with the approval of a site administrator. The supervision of I.S.P.E. activities must be performed by a coach who is at least 21 years of age, who has a certificate or credential in that activity, or who has participated for at least four years at a collegiate/world class level in that activity. Coaches are also required to describe the background and experience that qualify them or their agency for training at this level. They must also provide a resumé for the instructor who will be doing the training. Students must be coached/instructed by a reputable instructor; students are not allowed to be coached by their parents or  guardians. The curriculum is outsourced and off-campus.

In terms of assessment, students must fulfill the requirements of the I.S.P.E. contract, which includes completion of workout logs and submission of all reports. I.S.P.E. logs must be submitted to the designated site administrators/I.S.P.E. coordinator each quarter. The logs must indicate days and hours of instruction. At the end of each semester, two evaluations of student progress toward established goals is required. During the last week of each semester, students will submit a self-evaluation and a coach’s evaluation. The student evaluation includes a reflection of his/her success in attaining the stated goals, and a statement indicating revised and/or new goals that the student has for I.S.P.E. for an additional semester. The  coach’s evaluation is a one-page statement personally written and signed by the I.S.P.E. coach/instructor evaluating the student’s semester participation and progress toward goals. The grade for the class is Pass/Fail, and is based on the accomplishment of the objectives of the course and communicating this information to the I.S.P.E. coordinator in a timely fashion. Second semester 9th grade I.S.P.E. students must contact a school P.E. teacher to find out when he/she can participate in the state mandated physical fitness testing. It is the student's responsibility to find out when the testing will occur, to schedule the testing with the instructor, and to attend the regular P.E. classes during the testing period. Students who fail to complete Physical Fitness Testing or fail to meet the requirements will not be eligible for I.S.P.E. in the subsequent school year.

The program supports college, career, and other goals because students who take I.S.P.E. often pursue their sport in college, often being recruited by colleges especially for their sport. In terms of orientation, students must complete the I.S.P.E. contract and provide all forms to the district by mid-August for the ensuing school year.  During the first week of school every I.S.P.E. student will attend a mandatory meeting to learn how to use the online class for ISPE as well as how to submit required I.S.P.E. logs. Students in I.S.P.E. receive academic and personal counseling, college and career preparation support, and health services as part of their enrolled status at LCC. There are no formal established partnerships with businesses or community other than the relationship established between the student and the coach/instructor.

3. Online Instruction

CCA does not offer online instruction as part of the general program of study. Eligible students who participate in Independent Study Physical Education may complete a district-offered independent study online health course to fulfill the state competency requirements integrated into the 9th grade Year One PE course.

4. Summary of Support Programs

CCA does not receive Title I services or generate supplemental concentration funds due to our demographics. To support our high-needs students (unduplicated pupils), our district provides our site with LCFF supplemental funding, such as non-formula sections in the master schedule, to run support classes accessible to all students, such as our Academic Literacy and Mathematics Support courses. In the 2018-2019 school year, CCA received $125,000 from LCFF funding for six sections of support classes.  These are called “LCAP” sections, because they are designed to support students in need, as identified by the SDUHSD LCAP and CCA’s SPSA. The remaining support programs and services CCA offers are funded through the school site general fund.

General Education Support Programs

All students at CCA are monitored for academic, behavioral, and social/emotional success through a variety of measures, including grades, test scores, number and frequency of interventions from teachers or support personnel, behavior records, attendance records, and staff member observations and/or referrals. If a student is struggling to succeed in school, a parent or staff member may refer the student to a Student Study Team (SST). Our Student Study Teams are our mechanism for collaboratively determining what resources students may need to be successful. During an initial SST meeting, a team reviews student data and examines where general education teachers, an assistant principal, school psychologists, social worker, and counselor review data and discuss whether the student is eligible for intervention. Subsequent meetings include the parents and student to discuss possible interventions and solutions to help the student, such as a 504 plan, schedule changes, behavior/attendance contracts, bi-weekly check-ins, SARB process, or referral to the special education assessment process. The SST is a partnership between the school and home that uses a problem solving approach to help students be more successful in school.

The CCA Intervention Sequence details four levels of increasing support designed to support struggling students. Level 1 is Classroom Support, and indicates the student is receiving support within the classroom setting from a teacher or teachers. Level 2 is Collaboration, indicating a larger team-approach to addressing student needs, both inside and outside of the classroom. Level 3 indicates a formal intervention is required, and may include collaboration across teachers, parents, student, an administrator and an academic, behavioral, or attendance contract. Level 4 indicates a student is at-risk and requires an intensive intervention, such as assessment and/or a 504 eligibility determination, referral to the School Accountability Review Board (SARB), suspension, or referral to Sunset High School (SDUHSD’s continuation high school).

CCA Intervention Sequence

General Education Support Classes

CCA offers two types of support classes for general education students, one for math support and one for overall academic support with an emphasis on literacy. Over the years it became clear that another intervention was needed prior to a referral for special education.  In 2016 two classes types of support classes were added to the master schedule.  Many students struggle with math and/or overall academic performance, and these classes provide a block of time on campus during the school day to help students improve in either math or in their overall performance at school.  Students who could benefit from a general education support class are referred to counselors by teachers or counselors suggest the class to parents when reviewing progress report grades with students and parents.  

Math Support Classes are taught by a credentialed math teacher. The course offers support with homework completion, organization, study skills, and additional content practice. This is done through completing and correcting homework, pre or re teaching lessons, providing additional practice worksheets, reviewing past assessments, and collaborating between the math and support teacher and math teacher in order to identify areas of needed growth.

Academic Literacy Support class is part Study Hall and part Support Class for non-Special Ed students. In this class, students are provided with a  supportive place to do homework, but will also receive support from student tutors and the certificated classroom teacher. During the class period, teachers and/or tutors check on the student homework completion and monitor assessment grades and missing assignments on Aeries. The Academic Literacy teacher models how to stay on track with schoolwork, providing support and encouragement. Students may also use Academic Literacy time to finish assessments and communicate with teachers.  Students who need intensive reading support during this class participate in curriculum through READ 180 Universal.

Table: Math Support and Academic Literacy Data

Source: Aeries, obtained 8/2019

The data table above shows that students have benefitted from taking each class.  Each term students received support that assisted them in earning passing grades.  In the Math Support class, the percent of students that received at least a D in their concurrently enrolled Math class ranged from 73.3% to 96.7%, and the percent of students that received at least a C ranged from 60.0% to 88.0%.  In the Academic Literacy class, the percent of students that received at least a D in every class taken while in Academic Literacy ranged from 63.6% to 100.0%.  The percent of students that received at least a C in every class ranged from 50.0% to 75.0%.

English Learners

CCA has a small population of English learners; in the 2018-2019 school year, 32 students in grades 9-12 had an EL classification. Due to the small number of English learners, CCA does not receive indicator data for the EL subgroup from the California School Dashboard. To support our English learner population, CCA designates a teacher specialist to serve as the school site EL lead. This teacher is provided with a release period each day to be able to monitor English learner progress, push-in to classrooms to support English learners in the general education setting, and coordinate the process for EL assessment and reclassification. CCA’s EL lead teacher partners with the SDUHSD district EL coordinator and receives ongoing professional development to be able to support EL’s on the CCA campus.

CCA’s small population of English learners with varying needs from year to year necessitates a flexible and personalized approach to EL support. During the 2018-2019 school year, CCA offered a sheltered reading intervention class aimed at targeting any students necessitating reading intervention. Open to EL students, SPED students, and general education students, this course used the Read 180 Universal Platform and employed a reading specialist to oversee day to day instruction. In the spring of each year, the EL lead teacher, counselor, and administrator examine data for incoming 9th grade students, including ELPAC scores, current course placement, and recommended course placement from middle school staff. This data informs the design of the master schedule, and students are placed in courses based on these recommendations. Course offerings for English learners vary from year to year, but include sheltered courses, clusters of English learners in general education settings with push-in support, specialized reading intervention courses, and general education support classes that benefit English learners such as academic literacy.

SDUHSD maintains a uniform reclassification criteria and process for English learners across the school district. Our district-wide reclassification criteria is as follows:

1. English Language Proficiency Assessments: Overall English Language Proficiency Assessments for California (ELPAC) scale score of Level 4 (Well Developed)
2. Assessments of Basic Skills:

1. Level 3 (Standard Met) Scale Score on the Smarter Balanced ELA/Literacy Assessment. Students without a Smarter Balanced score must have a Reading Inventory (RI) score of at least the lowest score within the grade level Proficient range as well as a passing score (2+) on the District Writing Benchmark (DWB)

3. Teacher recommendation:

1. Grade of C or higher in all core academic classes
2. Positive teacher feedback on district Teacher Recommendation form

4. Parent Opinion and Consultation

School site administrators and EL lead teachers receive a roster of potential reclassification candidates based on ELPAC levels at the start of each school year. This initiates a collection of input from teachers regarding the student’s progress throughout the school year. If all criteria are met, a recommendation is made to reclassify a student from Limited English Proficient to Redesignated Fluent English Proficient. Parent opinion and consultation is documented through the use of a district form. If a student does not meet all 4 criteria for redesignation, will be re-examined for reclassification during a subsequent review period.

Socio-economically Disadvantaged Students and Foster Youth

Because CCA does not have significant subgroups of students who are socio-economically disadvantaged and / or are foster youth, the school does not not receive additional federal or state funding. However, CCA is allocated LCAP non-formula sections to support any student who may be struggling, and we adhere to the McKinney Vento Act for homeless students.  Our social worker and counseling team works to support these students.

Though we do not have a significant population of socio-economically disadvantaged students or foster youth at CCA, we have resources to support them, including our counseling team and our school social worker.  We utilize the tiered interventions as noted in our SPSA to support students in need.  If a student is known to need financial assistance with school related enrichment or curricular expenses, we cover this no questions asked.  

Home Hospital service is offered to students who have a prolonged illness in which they cannot come to school but are able to complete school work at home. Students are assigned a Home Hospital teacher who acts as a liaison between the student and the classroom teacher. The service is approved through the district office and school site administration.

Special Education Services

Students with special needs have many support systems in place at Canyon Crest Academy: academic support classes, collaboration between Education Specialists and general education teachers in a unique liaison model, and access to Learning Academies. These programs are in line with our philosophy that all students can learn and excel and that academic, social, and emotional support must be available for all students.  For 2019-2020, we will be offering some co-teaching models for our students.  Our teachers who are going to be involved in this model will be attending training on August 26, 2019.

With the growth of CCA’s overall enrollment, the CCA Special Education population has decreased over the years, where at one point it was at 14% of the school’s population in 2013.  Currently, the Special Education accounts for 4% of the total population. CCA’s Special Education population is also unique in that many students are high achieving, and with appropriate support, function at grade level or above. The primary emphasis of the CCA Special Education department has been a focus on supporting student success in the mainstreamed, college-preparatory environment.  

Special Education services at CCA are offered through a liaison model. This model places only the students with the most intensive need in academic support classes on a daily basis. Students with moderate need receive pull-out support during elective classes and target remediation classes such as Integrated Math 1 Readiness, as well as support from a liaison. The liaison is a special education teacher/specialist assigned to work with the general education teachers of a specific subject area and class period. The liaison’s focus is to help the general education teacher accommodate the students’ needs in the mainstreamed classroom setting through instructional strategies and support. Students with low need receive support from the liaison as well. CCA Special Education and general education teachers found that this service model provided the Special Education staff with more time to make connections with students as case managers, and provide a more hands-on support and interaction with the general education teachers, as well as more grade-level and achievement-level appropriate support for students.

The district and school services for students designated with special learning needs include the following:

WorkAbility is a state funded program that provides pre-employment skills training, worksite training and follow-up services for youth (ages 12-22) in special education who are making the transition from school to work. It provides special education students with the opportunity to complete their secondary education while obtaining marketable job skills. WorkAbility is funded by the California Department of Education, Special Education Division.

The Transition Partnership Program (TPP) is a cooperative agreement between the San Dieguito Union High School District and the California Department of Rehabilitation* (DOR). The program assists SDUHSD students with their transition from school to work. Support through the TPP can be provided in the areas of vocational assessment, employment readiness training, job skills training, employment subsidization (up to 100 hours), job coaching, post- employment support, and post-graduation support. To qualify for TPP services, students must be in their junior or senior year and they must have an active Individualized Education Program (IEP).

Related services are provided to students by appropriately qualified specialists/service provider as specified in the IEP. A service provider may work with a student individually, in groups, and/or through consult. The service provider is a team member who supports the student’s goal areas specific to their area of expertise. The following are areas provided by SDUHSD:

a. Speech and Language

b. Audiological Services

c. Physical Therapy

d. Occupational Therapy

e. Vision Services

f. Counseling and Guidance

g. WorkAbility

h. Assistive Technology

i. Health Services

j. Deaf/Hard of Hearing

k. Orientation and Mobility

l. Transportation

C. Demographic Data

1. Socioeconomic Status

Table: Parent Education Level, Self-Reported 2018-2019

Source: Aeries Student Data System, obtained 7/29/19

Parents of Canyon Crest Academy students are highly educated, with over 97% of students reporting that one or more parent has attended some college in the 2018-2019 school year. Parent education levels have risen since our previous self-study in 2013. In the 2012-2013 school year, 60% of parents reported attending graduate school or post-graduate training and 93.8% reported one or more parent had attended some college.

Table: Total Count of Students who Participated in Free and Reduced Lunch

Source: SDUHSD Nutrition Services, obtained 1/17/2019

Nearly 6% of CCA students participate in the free and reduced lunch program offered through the USDA National Free and Reduced Lunch Program. The percentage of participating students has increased slightly in the past two years. Very few CCA students are classified as socioeconomically disadvantaged.

2. Student Enrollment

Table: Site Enrollment Trends by Subgroup

Source: CDE DataQuest, Obtained 7/2019

CCA’s largest ethnic populations is White (non Hispanic) at 53%, followed be Asian at 32%. The population of White students has declined by 7% over the past three years, while the population of Asian students has grown by 5%. CCA’s demographic makeup differs slightly from that of the San Dieguito Union School District at large. In the 2018-2019 school year, SDUHSD enrolled 16.7% Asian students and 14.2% Hispanic Students, while CCA enrolled 32.7% Asian students and 7.5% Hispanic students. In addition, the number of students with disabilities enrolled at CCA is lower than the district at large; students with disabilities made up 4.1% of the CCA student population, and 9.9% of SDUHSD.

The percent of ethnic groups by enrollment suggests that CCA is a marginally diverse population with trends that loosely mirror that of the entire district. However, CCA tends to attract more Asian students than other high schools and less socioeconomically disadvantaged students and students with disabilities. In promoting CCA as a school of choice within the district, it is important that students in minority and socioeconomically disadvantaged groups are encouraged to enroll so as to increase diversity and strengthen the community on campus.

Table: Number of Students Enrolled by Grade Since 2015-2016

Source: California Department of Education DataQuest, obtained 7/2019

CCA reported 2,572 students enrolled in grades 9-12 in October of 2019 (CDE DataQuest). In June of 2019, CCA had 2,536 students enrolled (Aeries Student Information System). 36 students disenrolled from CCA for various reasons, including medical, family relocation, enrollment at another school, or enrollment at Sunset High School, SDUHSD’s alternative education school.

CCA’s student population grew steadily between 2015-2018, and leveled off during the 2018-2019 school year. Since the schools opening in 2004, CCA has enjoyed a steady increase of enrollment. Since 2013, CCA enrollment has increased by nearly 700 students or approximately 25%. Anticipated enrollment during the 2019-2020 school year is consistent with the 2018-2019 school year. CCA is currently the largest of the five high schools in San Dieguito Union High School District.

Table: Number and Percentage of Students Enrolled by Grade and Gender

Source: Aeries Student Data System (includes HH & SDC) 1/16/2019

Table: Student Ethnicity by Gender, 2018-2019

Source: Aeries Student Data System 1/16/2019 

CCA enrolled an equal number of male and female students during the 2018-2019 school year. Student gender by ethnicity is also relatively equal. In the 2018-2019 school year, more Asian male students enrolled than Asian female students. There were also more female Hispanic or Latino students than male Hispanic or Latino students. Attracting a relatively equal gender balance is an ongoing focus at CCA. As a school of choice, it is imperative that our programs appeal to students of all genders and backgrounds and continue to facilitate balance and diversity among our student population.

Table: Participation in Specialized Programs

In the 2018-2019 school year, nearly 10% of CCA students qualified for Special Education services or a Section 504 plan. Special Education Students often participate in an Academic Support class during the school day if determined by their Individualized Education Plan (IEP). The number of students participating in a Special Education program or serviced by a 504 plan has remained relatively consistent in the past three school years.

CCA’s unique 4 x 4 schedule with the option for an extended 5th period school day with participation in the Conservatory program provides more opportunities for students to participate in focused programs than traditional school schedules. Many CCA students utilize the schedule to be able to participate in Career Technical Education (CTE) courses, Envision day classes, Envision Conservatory program, and Advanced Placement (AP) courses.

In the 2018-2019 school year, more than half of CCA students participated in at least one AP course or CTE course. The percentage of students participating in AP courses was 67.5% in the 2018-2019 school year, and continues to increase each year. All high schools in SDUHSD have an open access policy for Advanced Placement courses; students are not required to take any placement exams or complete prerequisite courses before selecting to take an honors or AP courses. This demonstrates CCA’s philosophy that all students can learn and excel. The AP and CTE programs at CCA have enjoyed the most growth in the past three school years, while Envision enrollment has remained relatively consistent. Increases in CTE enrollment are attributed to the addition and refinement of CTE pathways, including Engineering and Computer Science. The increase in the number of students enrolling in AP courses is largely fueled by student desire to challenge themselves and demonstrate college readiness.

Table: AP Course Enrollment by Grade Level and Gender

Source: CDE DataQuest, obtained 7/2019

CCA offers 26 AP courses, and many students choose to take multiple AP courses during each school year. In the 2018-2019 school year, Juniors and Seniors made up 80.2% of AP course enrollment. AP course enrollment has increased significantly in the past few years, increasing from 3,452 AP course enrollments in the 2015-2016 school year to 5,557 AP course enrollments in the 2018-2019 school year. Male and female student enrollment in AP courses is relatively equal.

English Language Proficiency and Linguistic Diversity

Table: Number and Percent of English Learners and Redesignated Students

Source: SDUHSD EL Coordinator, Aeries

The number of English learners enrolled at CCA has increased slightly over the past three years, from 26 English learners in 2016-2017 to 38 English learners in 2018-2019. Overall, the percentage of English learners at CCA is much lower than the percentage of English learners in the district as a whole. However, the number of Redesignated Fully English Proficient (RFEP) students at CCA is higher than the district as a whole this past year; 14% of CCA students are RFEP in comparison with 10% of students district wide classified as RFEP. Our increase in English learners is partly due to our growing Asian demographic of students.

Table: Predominant Languages Other than English Among English Learners, Self-reported

Source: CDE DataQuest, obtained 6/2019

In the 2018-2019 school year, 38 English Learners attended CCA. Self-reported language data indicates these students speak a variety of languages, with the most prevalent languages being Mandarin and Spanish. There has been a slight increase in the number of English learners speaking Mandarin in the past three years, and the number of languages spoken by our English learners has doubled from 8 languages in 2016-2017 to 16 different languages in 2018-2019.

Table: ELPAC Data, 2017-2018 Administration

Overall 92.9% of English Learners scored Performance Level 4 on the 2017-2018 administration of the ELPAC. As a group, CCA English learners scored highest on the Listening portion of the ELPAC. Only half of CCA English learners scored Well Developed on the Writing domain on the ELPAC. This finding indicates that CCA English learners continue to necessitate specialized academic support in order to progress towards full English proficiency.

D. Data on Addressing the Eight State Priorities

1. LCFF Priority 1 – Conditions of Learning / Basics (Teachers, Instructional Materials, Facilities

Teacher Qualifications and Professional Development

According to district data records, 100% of CCA teachers are teaching with full credentials within their subject area of competence.The majority of CCA teachers have completed coursework beyond Baccalaureate Degrees, and more than half of CCA staff possess a Master’s Degree or Doctorate. Teachers at CCA generally possess an average of 9-10 years of teaching experience. Each year, CCA brings on a handful of first year teaching staff. First year teachers who have not completed Induction are enrolled in SDUHSD’s in-district Induction program and paired with a mentor teacher. New staff members are also invited to participate in New Raven Luncheons, a monthly gathering intending to foster relationships among new staff members and educate them about school culture and policies.

Table: Teacher Credentials, Canyon Crest Academy

Source: 2018 School Accountability Report Card

Table: Teacher Education Levels

Source: DataQuest, obtained July 2019

Table: Teacher Years of Service and Experience

Source: DataQuest, July 2019

Additional Qualifications of Staff

District Professional Development: The district holds two district professional development days (non-student days) per school year: one in August before school starts, and one during the mid-year break at the end of January. During these days, teachers from each content area discipline throughout the district collaborate with each other. In addition, each content area meets one school day (or more) in the first semester and one school day in the second semester. The district has embraced the ToSA (Teacher on Special Assignment) model to enhance professional development among staff members.

CCA All Staff Professional Development: CCA bell schedule allows for 19 late start Wednesdays throughout the school year which are utilized as either whole staff or departmentalized time for professional growth and collaboration. During the 2018-2019 school year, many all staff meetings were used to train teachers on Social Emotional learning modules implemented schoolwide.

Department Professional Learning Communities: Several of the late start days are allocated for Professional Learning Community (PLC) collaboration.  Teachers collaborate with their whole departments and/or with other teachers who have the same classes. Departments use PLC time to develop common formative and summative assessments, analyze assessment data, design curriculum and plan lessons, and share best practices and other information that will impact student learning. A professional learning community staff survey administered in the 2017-2018 school year revealed the following:

• 40% of our teachers need support on a procedure for providing interventions to students
• 33% of our teachers need support on data analysis from common formative assessments (CFAs)
• 22% of our teachers need support on writing these CFAs

In the 2018-2019 school year, WASC home group meetings were held during professional learning community collaboration time, so we did not have as many late start days dedicated to PLC collaboration.  This is something we aim to reinstate this school year, since a number of departments expressed an interest in more collaboration via the PLC model.

Instructional Materials

According to the 2018 SARC, all CCA students have access to standards-aligned instructional materials. SDUHSD and CCA chooses its textbooks from lists that have been approved by state education officials. As of July, 2019, 100% of students had access to textbooks in each of the following courses: reading/language arts, mathematics, science, history/social science, foreign language, health, visual and performing arts. All textbooks are aligned to CA Content Standards. In addition, all students have access to science laboratory equipment. The science facilities meet UC A-G course requirements for lab time and chemical storage. Specialized CTE classes, such as Video Film classes and Robotics and Engineering have access to specialized software and equipment consistent with industry standards. All teachers and students have access to technology such as Chromebooks and projection devices.

While Common Core is “new,” our District’s Strategic Plan articulates values that are already in line with Common Core, making this less of a transition to a new set of priorities, and more accurately, a reinforcement of those things we value:

• We believe in pursuing a culture where all students are engaged in a rigorous, relevant & technology-rich curriculum.
• We believe in sharing a commitment to high expectations for the growth and achievement of each student and staff member.
• All students will have the skills and knowledge essential to the pursuit of their personal long-term educational, career and life goals.
• All students will have the knowledge and skills necessary to meet standards of achievement and performance.
• Students, as lifelong learners, learn best when they are actively engaged in their learning and use relevant applications for solving problems.
• We believe in engaging students, parents and community members as partners in the educational process.

California formally adopted the Next Generation Science Standards (NGSS) in September 2013.  A guiding tenet of the NGSS is "All Standards, All Students," meaning all students will have the opportunity to experience learning in all disciplines of science, including:  Life Science (Biology), Physical Science (Chemistry and Physics), Earth-Space Science, and Engineering. Our new high school course models integrate Earth-Space into three redesigned courses: Biology, The Living Earth; Chemistry in the Earth System; and Physics in the Universe. SDUHSD middle school have already begun implementation of NGSS aligned curriculum. All district high schools, including CCA, will formally implement new Science courses in the 2020-2021 school year. 9th grade students entering high school during the 2020-2021 school year will be required to complete three years of Science to earn a diploma.

Figure: SDUHSD NGSS Model Overview

Table: Quality, Currency, and Availability of Textbooks and Instructional Materials

Source: CCA SARC, 2018-2019

School Safety & Facilities

According to the 2018 SARC, which used the Facilities Assessment Tool (FIT) from the Office of Public School Construction (OPSC), the following were rated as in good repair: gas, sewer, and mechanical systems; all interior surfaces; overall cleanliness including vermin infestation; electrical systems; restrooms and fountains; exterior surfaces including windows, doors, gates, fences, roofs, and school grounds; fire safety including hazardous materials. According to the OPSC’s FIT, the school received an exemplary rating, meaning that the school meets most or all of the standards established for good repair by the OPSC, and any deficiencies are deemed insignificant. CCA scored between 99% and 100% on the 15 categories of the evaluation.

CCA is a clean campus free of graffiti and any kind of operational waste. Students take great pride in their environment.  In the Spring of 2010, SDUHSD piloted the now district-wide solar panel project in two parking lots at CCA with an ultimate desire to incorporate solar power usage on campus.

In 2012 SDUHSD launched a $449 million bond initiative called Prop AA. Prop AA was approved by voters in the November 2012 election to "provide safe, modern schools and prepare students for success in college and careers” by repairing and upgrading outdated classrooms and schools, construction and upgrading school facilities, including classrooms, science labs, and libraries, improving safety and security, and supporting career training and math, science, and technology instruction with 21st Century instructional technology and facilities." During May of 2013, Phase 1 of the multiphase project began at Canyon Crest Academy with work beginning on the creation of a new turf athletic field and a new track. This summer, another part of the project is complete with the installation of stadium lights. Phase II of the project included the creation of new baseball and softball fields, along with the completion of the stadium and several soccer/lacrosse practice/game fields. Prop AA funding was also used to construct a new building at CCA and  opened in the 2017 - 2018 school year. This building houses fourteen classrooms, eight of which are used for a variety of subjects and six which are dedicated to sciences with lab space.Proposition AA funds are also allocated for replacing projection devices in the older classrooms and to renovate the Learning Commons.

Canyon Crest Academy has a fully developed site safety plan in accordance with district guidelines, including a complete fire, evacuation, and lockdown strategy. This plan is reviewed, rewritten, and approved every year by the district safety planning team, which consists of personnel from the SDUHSD risk management department, CCA, and the San Diego Police and Sheriff Departments. All staff members possess copies of this plan, receive training on the enclosed materials, and, along with students, are regularly drilled on all procedures. A CCA Assistant Principal meets regularly with the district safety team for further discussion and planning regarding campus safety. He also meets with the site safety committee in order to review drills, update and plan safety procedures, respond to safety concerns as reported by the staff, students, parents, or community members.

2. LCFF Priority 2 – Implementation of Academic Standards

When our district examines, aligns, and assesses curriculum for the student content standards, we engage in this work as a district.  When our district chose Integrated Math as opposed to traditional math pathways, for example, our district leadership worked with departments to build consensus around our decision, and then it went to the Board of Trustees for approval. Similar work is happening now with respect to the implementation of Next Generation Science Standards.

Teachers in subject areas collaborated to created Expected Learning Outcomes (ELOs) for standards, and developed common formative assessments to determine whether or not students are proficient in the ELOs.  They then collaborate on how to make changes in instruction to support those students that are not proficient in the ELOs.

CCA continues to implement academic, content, and performance standards in all departments and for all students. Teachers campus-wide participate in Professional Learning Communities to establish common assessments that are consistent in academic departments. These common assessments allow for meaningful discourse among staff regarding student needs. All core departments have transitioned to Common Core State Standards, and our Science Department is currently transitioning to Next-Generation Science Standards with the support of district personnel.

Figure: Timeline of SDUHSD NGSS Implementation

3. LCFF Priority 3 – Parent Engagement

CCA seeks to partner with parents to provide the best learning environment and opportunities for every student and does this through frequent communication, large scale parent events, and smaller focused parent committees. The Canyon Crest Academy Foundation is CCA’s primary vehicle of parent engagement and includes everyone in the Canyon Crest Academy community. CCA does not have a PTA, PTSA, or PTO. The Foundation has a Board as well as liaisons who work with each program on campus that receives the support of the Foundation.  The Foundation supports designated giving (donors who give to specific programs) and schoolwide giving to the Raven Unrestricted fund.  The CCA Foundation raised approximately $1.9 million dollars during the 2017-2018 school year, and over the past three school years, they have donated nearly $4 million dollars to enrich the educational experience for all CCA students. The Foundation provides funding and volunteer support for programs in the arts, technology, each of the academic disciplines, and athletics. It is unique in that, in addition to providing financial support, it develops community partnerships that will further enhance students’ overall experience.

Parents also have the opportunity to attend meetings with school staff members and parent workshops. Parents can meet with the school principal during "Coffee with Killeen." These meetings provide parents with an opportunity to hear about schoolwide events and initiatives and offer input. Parent support workshops are also offered throughout the year. These workshops aim to support parents in supporting their students academic, social, and emotional well-being at CCA.  Parent representatives are also part of School Site Council and several are on District Advisory Boards. Communication between parents and the school is fostered through formal newsletters and social media channels. A weekly communication, called the CCA Connection also goes out to parents each week and CCA maintains a Facebook Page called The Raven Report and a Twitter handle @CCARaven. The table below provides a specific description of parent engagement events and their frequency.

Table: Parent Engagement Events and Actions at CCA

4. LCFF Priority 4 – Performance on Standardized Tests

CAASPP Results

Overall, CCA students score well on state standardized assessments. In the 2018 CAASPP administration, 11th grade student scores increased slightly overall in comparison with the 2017 cohort of students. Historically, CCA’s overall achievement data indicates the majority of CCA students are consistently meeting or exceeding both math and English language arts standards. CCA has earned a rating status of “blue” on the California Dashboard in both Mathematics and English Language Arts for all students and surpasses county and state assessment scores.

Table: School Overall Achievement Level for ELA and Mathematics, 2015-2018

Source: California School Dashboard, obtained July 2019

Figures: CA Dashboard Indicators for English Language Arts and Mathematics

Source: California School Dashboard, obtained July 2019

CCA administers CAASPP assessments during the end of May, after the completion of AP testing. Participation rates are consistently above 95%, with nearly 99% of eligible CCA students participating in the 2018 CAASPP administration.

Table: CAASPP Participation Rates for All Students

Source: CDE DataQuest, obtained 8/2019

SBAC English Language Arts

Table: Overall Achievement for All Students in ELA

90.42% of CCA students met or exceeded standards in 2018 administration of the SBAC English Language Arts. Student performance on the 2018 English assessment showed an increase of 3.5% in the total number of students meeting or exceeding standards when compared to the prior year’s data.

Table: Percent of 11th grade students tested who scored in the Standard Met to Standard Exceeded range in ELA by subgroup

Source: CDE DataQuest, obtained July 2019

*No data reported

Graph: Percentage of Students Who Scored in the Standard Met/Exceeded Range for English Language Arts by Subgroup, 4 Year Comparison

Source: SDUHSD Data Collection, obtained April 2019

Students with disabilities performed lower than the previous year on the 2018 English Language Arts assessment: 60.71% of students with disabilities met or exceeded standards in English (10.12% decrease). Socioeconomically disadvantaged students showed growth in English Language Arts from the previous year, with 80% of socioeconomically disadvantaged students meeting or exceeding standards in English Language Arts. Reclassified English Proficient (RFEP) student achievement surpassed scores for English only speakers, with 97.3% of RFEP students meeting or exceeding standards on the English assessment. Student subgroup data indicates achievement gaps between all students and students with disabilities and all students and socioeconomically disadvantaged students. It is important to note that student subgroups at CCA are representative of small numbers of students. These low numbers can lead to volatility of percentages in year-to-year subgroup data, and are too small to generate a performance indicator on the California Dashboard. For example, there were 31 students with disabilities and 30 socioeconomically disadvantaged students who participated in the 2018 CAASPP administration.

English Language Arts Assessment Data by Performance Category for All Students

Table: Reading, Demonstrating Understanding of Literary and Non-fictional Texts

Table: Writing, Producing Clear and Purposeful Writing

Table: Listening, Demonstrating Effective Communication Skills

Table: Research/Inquiry, Investigating, Analyzing, and Presenting Information

CCA student scores on each performance category of the English Language Arts Assessment indicate strengths in Reading and Writing. 73.5% of CCA 11th graders scored above standard in Reading and 73.2% scored above standard in Writing. Less students exceeded standards in listening, with 60% exceeding standards when assessed on demonstrating effective communication skills. Between 4-7% of students were below standard in each domain, with the largest number of students scoring below standard in Research / Inquiry (Investigating, analyzing, and presenting information).

SBAC Mathematics

Table: Overall Achievement for All Students in Mathematics

81.9% of all CCA students met or exceeded standards on the 2018 SBAC Mathematics assessment. 2018 results indicate of 6.3% in the number of students meeting or exceeding standards in comparison to the 2017 assessment. The amount of students meeting or exceeding standards in Mathematics is approximately 9% lower than the percentage of students meeting or exceeding standards on the English Language Arts assessment. Over the past three years, there has been an increase in the percentage of students exceeding standards and a decrease in the percentage of students meeting standards, while the percentage of students nearly meeting and not meeting standards has remained relatively consistent.

Table: Percent of 11th grade students tested who scored in the Standard Met to Standard Exceeded range in math by subgroup

Source: California Department of Education, https://caaspp.cde.ca.gov/

Figure: Percentage of Students Who Scored in the Standard Met/Exceeded Range for Mathematics by Subgroup, 4 Year Comparison

Students with disabilities at CCA performed lower than previous years, with 42.3% of students meeting or exceeding standards in math (16.03% decrease from prior year). Reclassified English Proficient (RFEP) students performed well on the mathematics assessment, with 92.0% of students meeting or exceeding standards in math. 60% of socioeconomically disadvantaged students met or exceeded standards in math. The percentage of students with disabilities and socioeconomically disadvantaged students meeting standards in math are lower than English assessment scores, and represent a wider achievement gap specific to mathematics. However, the overall comparative results for our school are positive when compared to our both county and statewide data for student subgroups.

Mathematics Assessment Data by Performance Category for All Students

Table: Concepts & Procedures: Applying Mathematical Concepts and Procedures

Problem Solving & Modeling/Data Analysis: Using Appropriate Tools and Strategies to Solve Real World and Mathematical Problems

Communicating Reasoning: Demonstrating Ability to Support Mathematical Conclusions

Performance category data from the 2018 Mathematics assessment indicates nearly 70% of CCA students excel in the Concepts and Procedures domain. Between 6 and 10% of CCA students are below standard in each category of the SBAC Mathematics assessment. The percentage of students below standard in each category is relatively equal, and the percentage of students below standard in each category has not changed significantly in the past three years.

College and Career Preparedness

According to the California Dashboard, 89.8% of all CCA students are prepared for college and career. Statewide, 42.2% of students are ranked prepared for college and career. CCA student subgroups fall into the two highest performance categories on the Dashboard. White students fall into the Green category, and Asian, Hispanic, and Socioeconomically Disadvantaged students fall into the Blue Category. The remaining subgroups are too small in population to earn a performance indicator on the dashboard.

Figure: Percentage of Students Per Year that Qualify as Not Prepared, Approaching Prepared, and Prepared, 2016-2018

College and Career Preparedness by Subgroup

Source: CA Dashboard, obtained July 2019

Table: Advanced Placement Exam Participation and Results

Source: College Board School Summary Report

Table: AP Course Enrollment by Grade Level, Gender