Welcome to CAMELBACK HIGH SCHOOL

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Welcome to CAMELBACK HIGH SCHOOL
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Home Of The Mighty
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Camelback High School's MissionTo provide the
best education possible for all students to
assist them in achieving their maximum potential,
motivate them to strive for success in everything
they do and support them as they master the
skills needed to prepare them for success in
college, career and life.
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Vision

• Camelback High School is focused on the academic
  development of our students and the growth of our
  educational community to promote an attitude of
  lifetime learning.

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Camelback High Schools Focus

• Mission
• Prepare every student for success after
  graduation as they take on the challenges of
  college, career and life.
• Motivation
• Instill in all students the idea that failure is
  not an option and utilize our skills and passion
  for educating our youth to ensure that all
  students experience success.
• Mastery
• Discover and adopt appropriate teaching and
  learning strategies to meet the needs and ensure
  the success of all students.

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School Improvement Plan
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Standard One Ms. Ong, Ms. Redpath, Mr.
Sloekers Vision and Purpose

• The system establishes and communicates a shared
  purpose and direction for improving the
  performance of students and the effectiveness of
  the system.

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Emerging (Vision and Purpose)

• Practices and Artifacts
• District/school utilization of disaggregated data
  in planning for diverse student needs
• Administrative growth plans which incorporate
  Standards and Rubrics for School Improvement
• Renewed emphasis on promoting two-way
  communication among stakeholder groups

• Indicators
• 1.4 Develops and continuously maintains a profile
  of the system, its students, and the community

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Operational (Vision and Purpose)

• Indicators
• 1.1 Establishes a vision and purpose for the
  system in collaboration with its stakeholders.
• 1.2 Communicates the systems vision and purpose
  to build stakeholder understanding and support.
• 1.3 Identifies system-wide goals and measures to
  advance the vision.

• Practices and Artifacts
• Administrative, instructional leader, and staff
  meetings, Parents in Camelback (PIC), Site
  Council, and community forums
• Communicated through parent nights,
  parent-teacher conferences, Open House, Parent
  Link, Title I newsletter, outreach, feeder school
  visitations and 8th grade assemblies
• Use of state and federal accountability systems
• System-wide goals and measures advanced through
  the use of appropriate curriculum, instructional
  materials and staff development

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Operational (Vision and Purpose)

• Practices and Artifacts
• Allocation of necessary time to focus on
  curriculum and instructional issues
• Development of curricular guides and lesson and
  unit plans within Professional Learning
  Communities
• Review the systems expectations in support of
  student learning and revise if necessary to
  ensure proper alignment with the vision and
  purpose of the school system
• Promote continuing school improvement through the
  proper allocation of resources (e.g. fiscal
  human, physical, time)

• Indicators
• 1.5 Ensures that the systems vision and purpose
  guide the teaching and learning process and the
  strategic direction of schools, departments and
  service. 
• 1.6 Reviews  its vision and purpose
  systematically and revises them when appropriate.

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Standard Two Mr. Lake, Mr. Whitley, Ms.
Lujano Governance and Leadership

• The system provides governance and leadership
  that promote student performance and system
  effectiveness.

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Emerging (Governance and Leadership)

• Practices and Artifacts
• Cadres (AYP, Honors, New Teacher, Math)
• PLCs (Professional Learning Communities)
• Career and Technical Education Advisory
  Committees (industry reps)
• Community Forum
• Student achievement reporting
• Common unit assessments
• District assessments (CRTs)
• The AIMS test

• Indicators
• 2.9 Creates and supports collaborative networks
  of stakeholders to support system programs
• 2.10 Provides direction and assistance of the
  system in meeting student performance goals

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Operational (Governance and Leadership)

• Indicators
• 2.8 Provides for systematic analysis and review
  of student performance and school and system
  effectiveness

• Practices and Artifacts
• AIMS results available on OLA
• District data available on Intranet (quarterly
  reports)
• Great School on Internet

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STANDARD THREE Ms. Mendez, Ms. Munson, Ms.
BordineTeaching Learning

• The system provides research-based curriculum and
  instructional methods that facilitate achievement
  for all students

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Emerging (Teaching and Learning)

• Practices and Artifacts
• Continuing efforts- articulation horizontally and
  vertically
• Curriculum maps
• Pre/Emergent
• Basic
• Common Calendars
• Pre/Emergent Term 1
• Basic Term 2

• Indicators
• 3.1 Develops and articulates curriculum on
  defined expectations for student learning

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Emerging (Teaching and Learning)

• Indicators
• 3.2 Establishes expectations and supports student
  engagement in the learning process, including
  opportunities for students to explore application
  of higher order thinking skills and investigate
  new approaches to applying their learning

• Practices and Artifacts
• Classroom strategies encourage active
  involvement of students in their own learning
• Cornell Notes
• Science-English Collaboration
• The degree of teacher engagement in innovative
  approaches to learning
• Sharepoint Site
• Camelback Professional Development
• PUHSD ELL

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Operational (Teaching and Learning)

• Indicators
• 3.6 Allocates and protects instructional time to
  support student learning
• 3.9 Maintains a system-wide climate that supports
  student learning

• Practices and Artifacts
• Professional Learning Communities
• Horizontal and vertical curriculum alignment
• ELD model (learning and language objectives)
• AVID program
• PLC level planning
• Support groups
• College visits
• Four year plan for students (via counseling)

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Operational (Teaching and Learning)

• Indicators
• 3.11 Coordinates access to instructional
  technology, information and media services

• Practices and Artifacts
• Instructional activities include support and
  interaction with information and media events

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STANDARD FOUR Ms. Blankenship, Ms. Pierce

• Documenting and
• Using Results

• The system enacts a comprehensive assessment
  system that monitors and documents performance
  and uses these results to improve student
  performance and system effectiveness.

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Emerging (Documenting and Using Results)

• Practices and Artifacts
• Common assessments and grading (standardized
  rubrics)
• Comprehensive set of assessments (ACE, CRTs)
• Comparative data between grade level teams
• Pre and post tests, diagnostic tests
• Analyzing grades to increase student learning
  and success
• Teacher reflection on instruction

• Indicators
• 4.2 Ensures that student assessment data used for
  continuous improvement for teaching and learning

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Operational (Documenting and Using Results)

• Indicators
• 4.5 Uses comparison and trend data from
  comparable school systems to evaluate student
  performance and system effectiveness
• 4.6 Demonstrates verifiable growth in student
  performance

• Practices and Artifacts
• Disaggregation of assessment data to reflect
  relevant groups in the school
• Agendas / minutes for stakeholders meetings (PLC)
  for data analysis and use of data
• Student achievement data (AZELLA, AIMS, SRI, CRTs)

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STANDARD FIVE Ms. Hubert

• Resource Support Systems

• The system has the resources and services
  necessary to support its vision and purpose and
  to ensure achievement for all students.

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Emerging (Resource and Support Systems)

• Indicators
• 5.2 Establishes and implements process to assign
  staff based on system needs and staff
  qualifications

• Practices and Artifacts

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Emerging (Resource and Support Systems)

• Indicators
• 5.3 Establishes and implements a process to
  design, evaluate, and improve professional
  development

• Practices and Artifacts
• New Teacher Induction Program
• up to 40 hours of paid service prior to the
  beginning of the school year and up to 8 hours
  offered during the school year of the teachers
  first year
• Ongoing Professional Development
• March Madness PDP workshops
• PUHSD Staff Development Calendar
  http//cis.camelback8281/secure/index.htm

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Highly Functional
(Resource and Support Systems)

• Indicators
• 5.11 Provides and coordinates support services
  that meet the health, counseling, nutrition,
  safety, co-curricular, transportation, and
  special learning needs of all students
• 5.12 Provides student support services
  coordinated with the school, home, and community

• Practices and Artifacts
• I-Team (intervention)
• Social Services
• Campus Crisis Plan
• Behavior Intervention Specialist
• Student support groups
• Student liaisons
• SRO and nine security staff
• Threat assessment team
• Transportation (bus, van)

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Highly Functional
Resource and Support Systems

• Indicators
• 5.8 Establishes and implements written security
  and crisis management plans with appropriate
  training for stakeholders

• Practices and Artifacts
• Crisis Management and Evacuation Plan

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STANDARD SIX Maj (R) Kentel, Mr.
HaywardStakeholder Communications
Relationships

• The system fosters effective communications and
  relationships with and among its stakeholders.

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Emerging (Stakeholder
Communication Relationships)

• Practices and Artifacts
• American Dream Academy
• Camelback Pride Night
• New student nights/Open Houses
• Parents in Camelback (PIC)
• Student and parent surveys

• Indicators
• 6.1 Fosters collaboration with community
  stakeholders to support student learning
• 6.3 Solicits the knowledge and skills of
  stakeholders to enhance the work of the system

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Operational (Stakeholder
Communication Relationships)

• Indicators
• 6.2 Uses system-wide strategies to listen to and
  communicate with stakeholders
• 6.4 Communicates the expectations for student
  learning and goals for improvement to all
  stakeholders
• 6.5 Provides information that is meaningful and
  useful to stakeholders

• Practices and Artifacts
• Auto phone messages
• Website
• On-line grades
• Newsletters
• School Handbook
• Freshman Academy
• Progress Reports
• Honors and Awards Nights

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STANDARD SEVEN Ms. Kemp, Ms. Pierce, Mr.
Goertzen, Ms. Olson

• Commitment to Continuous Improvement

• The system established, implements, and monitors
  a continuous process of improvement that focuses
  on student performance.

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Highly Functioning
(Commitment to Continuous Improvement)

• Indicators
• 7.5 Provides research-based professional
  development

• Practices and Artifacts
• Cornell Note-taking
• SPED Strategies
• READ 180
• Fast Forward
• Reading focus -stamina
• Technology SMART board, EGP, OLA, Criterion
• PLCs

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Operational (Commitment
to Continuous Improvement)

• Indicators
• 7.1 Articulates Vision, Profile, Plan, and
  Results
• 7.4 Focuses on learning for all students
• 7.7 Evaluates and documents effectiveness and
  impact
• 7.8 Allocates and protects time for planning and
  engaging improvement efforts

• Practices and Artifacts
• School Improvement Plan
• Various programs - Fast Forward, Read 180, Honors
  and Adv. Placement, AVID, SPED reading
• Student achievement data continually analyzed
• Professional Learning Communities with SMART
  goals
• All classroom teachers have one planning period
  per day