Grossmont Union High School 区

帕金斯的行为

卡尔维. 2006年《dafabet在线娱乐场》(珀金斯IV)是联邦政府向各州和酌情受助人提供资金的主要来源，用于改善全国的中等和中等以上职业和技术教育项目. 该法案的目的是更充分地发展学术, 职业生涯, and technical skills of secondary and post-secondary students who elect to enroll in 职业生涯 and technical education programs. The Grossmont Union High School 区 receives Perkins funding to enhance and improve Career Technical Education Pathways.

珀金斯四世要求各州每年对受助人的进展和努力进行评估，以达到为该州CTE项目建立的核心指标绩效水平. California LEAs provide data to the CDE through the 101-E1 report in the fall and 101-E2 report in the spring, 并利用这些数据来确定核心指标. 本节指出LEA在每个核心性能指标上的实际表现，并指出LEA是否达到国家设定的性能目标.

1S1 Academic Attainment-Reading/语言 Arts

解释:

In 14-15, schools participated in the first operational CAASPP administration (California Assessment of Student Performance and Progress). 因为测试的形式和标准对学生来说是新的, it is difficult to compare the CAASPP results to the previous years of STAR testing which ended in July 2013. CAASPP评估强调分析思维的标准, problem solving and communication skills. This data shows results for 2015-16 CTE graduates who took this first administration in 14-15 as juniors. This assessment took place prior to the curriculum being fully aligned to the new CAASPP standards. Based on the CAASPP results, dafabet娱的CTE学生在14-15学年的ELA成绩低于州水平. In 15-16, 然而, 随着dafabet娱的学区努力将课程与新标准和CAASPP评估相结合，10所学校中有7所在ELA评估中有所改善.

Strategy to Improve Performance Level:

透过与教育服务部的会议, 与课程主任讨论, 标题我, 英语学习者, 和特殊教育, 以下是已确定的全区策略.

In an effort to address the ELA performance, 该地区已经开发了中期评估，并开始使用西北评估协会(NWEA)的评估工具来监测学生的进步. 因为教师将使用新的NWEA和期中评估, 更多的分化可以发生，这将有助于所有学生和学生亚群体.

协助英语学习者适应新的英语学习标准和评估, there will be a change in expectations for course offerings in 英语 语言 Development (ELD). 这对dafabet娱的地区尤其重要，dafabet娱的地区有大量的难民，包括来自伊拉克和叙利亚的英语学习者，他们由于战争流离失所和缺乏接受正规教育的机会而有很大的教育差距.

计划活动:

区-wide: Teachers will use the NWEA 评估 in grades 9 and 10 to help teachers identify specific learning targets, differentiate instruction, and develop learning goals for all students. 11年级, teachers will use the interim 评估 aligned with the CAASPP format to target learning needs. With the improvement of interim assessment data, 具体的外语学习指导将提高和帮助学生发展外语学习技能.

Beginning with the 2017-18 school year, every EL student will receive a designated ELD support class which will attend to their specific language needs. 这门语言习得课程将建立学术语言, 社会语言学能力, and the application of language. 这将有助于CTE课程的发展，因为dafabet娱将为综合英语教学提供所有内容的培训，教授如何教授学术语言的策略. 这将有助于CTE的完成率，因为学生将有必要的学术语言，以获得高水平的技术阅读和写作CTE.

统一的方法:dafabet娱地区所有的课程专家(CTE, 英语学习者, 科学, 数字化学习, 和特殊教育)正在合作提供共同的识字策略，以融入dafabet娱17-18岁的职业发展计划. 重点包括以下方面:编写模板, 口语基础, sentence starters/frames, 笔记的组织者, 和文本注释. With a unified congruent approach, students will benefit from consistency in all of their classes.

CTE specific: In addition, CTE中, 每个途径将完成他们的研究项目的年度审查. 这项工作将在学年开始时进行，以确定有需要的领域, 设定目标, 并将数学与识字计划与网站及地区计划相结合. dafabet娱的每一个途径都有预期的学生学习成果. 这包括成为有效的沟通者(听、说、写、读). CTE课堂的一个重点领域是读写能力，并将继续包括具体的策略来帮助dafabet娱的ELL人群阅读和写作策略，如使用写作模板, 句子的框架, and the use of graphic organizers. 在dafabet娱的暑期学院将提供更深入的识字方面的培训, 以工作实践为基础的学习, 以项目为基础的学习策略，以应用的方式教授CTE和核心内容.

1S2 Academic Attainment-数学ematics

解释:

During the 14-15 school year, schools participated in the first operational CAASPP administration. 因为测试的形式和标准对学生来说是新的, it is difficult to compare the CAASPP results to the previous years of STAR testing which ended in July 2013. 新的CAASPP测试强调分析思维的标准, problem solving and communication skills. This data shows results for CTE graduates of 2015-16 who took this first administration in 14-15 as juniors, 在课程完全符合新的CAASPP标准和评估之前. Based on the CAASPP results, dafabet娱的CTE学生在14-15届政府期间的数学成绩低于全州水平.

In 15-16, 然而, 5 out of 10 of our schools showed improvement in math as our district worked to align the curriculum to the new CAASPP tests.

Strategy to Improve Performance Level:

In an effort to address the math performance, 该地区已经开发了中期评估，并开始使用西北评估协会(NWEA)的评估工具来监测学生的进展. 因为教师将使用新的NWEA和期中评估, 更多的分化可以发生，这将有助于所有学生和亚群体.

课程和专业发展:格罗斯蒙特联合高中区将从2018-2019学年开始过渡到综合数学序列.

计划活动:

区-wide: Teachers will use the math NWEA 评估 in grades 9 and 10 to help teachers identify specific learning targets, differentiate instruction, and develop learning goals for all students. 11年级, teachers will use the interim 评估 aligned with the CAASPP format to target learning needs. With the improvement of interim assessment data, 具体的数学教学将提高和帮助学生发展他们的数学技能.

数学课程与专业发展:2017-18学年, the GUHSD plans to adopt new instructional materials for its transition to an Integrated 数学 Sequence. 这将包括在2017年秋季试点两个教学材料项目. 该地区将从试验计划中选择一项计划予以采纳. In the spring and summer of 2018, staff will work with the publisher to provide the professional development teachers need for implementation. GUHSD将在2018年秋季实施综合数学I, 并在接下来的两年里增加接下来的两层, 一个每年. This transition will also involve professional learning for teachers who need additional support regarding the CA math frameworks, 评估, and corresponding instructional shifts to 共同核心 math standards and the eight mathematical practices.

CTE specific: In addition, CTE中, 每一种途径都将在学年开始时完成对其学习项目的年度回顾，以确定需要的领域，设定目标，并与学校和地区范围内的努力协调数学和识字计划. Professional Development on using Project-based Learning as a tool for academic integration will be offered to all staff in the Summer Institute.

2S1 Technical Skill Attainment

分子:注册CTE顶级课程并获得“a”的CTE专注者人数, 'B', or 'C' grade in the course, 或获得行业认可的认证, 或者通过与行业公认标准一致的项目评估.

分母:在报告年度内报名参加顶点课程的CTE专修者人数.

LEA级别2013 - 14:96.78 %LEA级别2014 - 15:92.65 %LEA级别2015 - 16:97.95 %

州一级2015 - 16:92.00 %所需的目标:82.80 %满足目标:是的

解释:完成这些途径的学生正在通过高水平的顶点课程，学习他们所在行业部门所需的技术技能.

3S1 Secondary School Completion

分子:获得高中文凭的12年级CTE专业学生人数, or other state-recognized equivalent (including recognized alternative standards for individuals with disabilities).

分母:在报告年度中，12年级CTE专业学生从中学毕业的人数.

LEA级别2013 - 14:85.71 %LEA级别2014 - 15:83.72 %LEA级别2015 - 16:92.32 %

州一级2015 - 16:94.00 %所需的目标:84.60 %满足目标:是的

4S1 Student Graduation Rate

分子:Number of 12th grade CTE concentrators who, 在报告年度内, 是否包括作为毕业的州计算其毕业率.

分母:Number of 12th grade CTE concentrators.

LEA级别2013 - 14:85.71 %LEA级别2014 - 15:83.72 %LEA级别2015 - 16:92.32 %

州一级2015 - 16:94.00 %所需的目标:84.60 %满足目标:是的

Explanation for 3S1 and 4S1: 学生 who are completing their CTE通路 are engaged in their education and are graduating at higher levels.

5S1 Secondary Placement

分子:在报告年度内从中学毕业进入高等教育或高级培训的12年级CTE专业学生的人数, 服兵役, 或就业, 毕业六个月后的一项调查显示.

分母:在报告年度中，12年级CTE专业学生从中学毕业的人数 and responded to a follow-up survey.

LEA级别2013 - 14:87.16 %LEA级别2014 - 15:95.25 %LEA级别2015 - 16:96.27 %

州一级2015 - 16:95.00 %所需的目标:85.50 %满足目标:是的

解释: Student who are completing their CTE通路 and graduating are using their skills in their post-secondary training.

6S1 Non-traditional Participation

分子:来自性别比例不高的群体的CTE参与者的数量，他们参加了一个导致在非传统领域就业的项目序列.

分母:Number of all CTE participants enrolled in a program sequence that leads to employment in nontraditional fields.

LEA级别2013 - 14:31.09 %LEA级别2014 - 15:28.34 %LEA级别2015 - 16:28.31 %

州一级2015 - 16:38.00 %所需的目标:34.20 %满足目标:No

解释:

After analyzing the E1 data on non-traditional participation rates, while our LEA level was 28.31 %, our females were participating at 51.88% and the males were participating at 15.74%. The females met the state target level; 然而, the males did not. 来自性别比例不高的群体的CTE参与者的总数与前一年相比，男性和女性都有所增加.

努力解决非传统参与率问题, students were encouraged to attend conferences and seminars that targeted certain audiences: women in NASA seminar, Educator’s Rising teaching seminar, a workshop on women in the trades, restaurant/hospitality conference, 男人在护理, 编程竞赛, and engineering competitions. 理发被加入到dafabet娱的美容路径中，以吸引更多的男性加入. dafabet娱改进了dafabet娱地区的CTE网站，并与学校网站合作，以确保dafabet娱的营销和招聘材料具有包容性和多样性.

来自人数不足的性别群体的女性非传统参与率和参加CTE的人数积极反映了教师在使其招聘具有包容性和开放准入方面所做的努力. 在分析了非传统完成率的数据后, 很明显，对男性群体还需要做更多的工作.

Strategy to Improve Performance Level:

We will continue our marketing and recruitment efforts to ensure they are inclusive and diverse, with a focus on improving male non-traditional participation rates as well as all special populations. 当dafabet娱在秋季CTE专业发展课程中召集dafabet娱的老师, dafabet娱将检查性别和小组注册情况，并将帮助团队制定计划，解决非传统参与率的差异. dafabet娱还将重点介绍非传统性别的总人数和参与率有所提高的途径，并分享它们的最佳做法.

计划活动:

秋季CTE专业发展课程学习回顾-回顾入学资料, identify enrollment disparities, create recruitment action plan to address them.

Continue to provide student opportunities to participate in activities that highlight non-traditional 职业生涯s.

6S2 Non-traditional Completion

分子: 来自未被充分代表的性别群体的CTE专注者报名参加了CTE的顶级课程，并获得了“a”，从而在非传统领域就业。, 'B', or 'C' grade in the course, 或获得行业认可的认证, 或者通过与行业公认标准一致的项目评估.

分母:Number of all CTE concentrators enrolled in a capstone CTE course that leads to employment in nontraditional fields.

LEA级别2013 - 14:34.46 %LEA级别2014 - 15:29.18 %LEA级别2015 - 16:25.91 %

州一级2015 - 16:30.00 %所需的目标:27.00 %满足目标:No

解释:

然而，来自性别比例不高的群体的CTE参与者的总数与前一年相比确实有所增加, 符合6S2标准的完成者的数量和百分比都下降了. With the increased numbers of participants, 更重要的是要实施促进和鼓励发展的战略 保留 of underrepresented 性别 groups to ensure they successfully complete the capstone class and pathway. 学生 from all special populations who complete the pathway are showing success in their graduation rates and post-secondary plans.

Strategy to Improve Performance Level:

dafabet娱将继续完善dafabet娱的工作，增加职业探索的意识和选择，包括保留策略，一旦学生进入路径，以确保所有学生都成功完成路径.

计划活动:

Our continued action steps from increasing Awareness and Options in Career Exploration will include:

• Set up Diverse Speaker Pool to go to schools to highlight non-traditional 职业生涯 options

• Research and post links on CTE Teacher 资源 site with short videos that highlight non-traditional 职业生涯 options

• Work with our Deputy Sector Navigators, 东县教育联盟(与格罗斯蒙特和库亚马卡学院)的商业伙伴, 和区域联盟，以确定演讲者，也为dafabet娱找到材料和故事，分享给dafabet娱的CTE老师和网站工作人员，用于路径招聘和保留.

新活动:

透过通路及地区谘询会议, we will get input from teachers, business partners and students on best practices to retain underrepresented 性别 groups and all special populations in our pathways.