WASC Carson High School Progress Report 2012

School Loop Plus allows parent and student access to grades, attendance, and assignments SPSA Goal #4 in addition to giving CHS staff the ability to identify at-risk groups of students t

2 Rigor: Increase academic rigor across the curriculum so as to impact ALL students.

3 Assessment: Develop and implement common formative and summative assessments

4 Data: Continue to examine, analyze, and utilize data to drive instruction and decision making

5 Increase the Algebra 1AB pass rate

6 Effectively utilize instructional minutes to improve student achievement

During the 2010-2011 school year, CHS faculty met twice monthly for professional development meetings (PDs), in order to use the WASC growth targets to help achieve the CHS goals for students CHS has five goals for students

as stated in the Single Plan for Student Achievement (SPSA) These goals are referred to by the following numbers:

Many PDs focused on teachers teaching teachers how to access, interpret, and use CST scores and MyData

information to inform instruction, thereby improving proficiency for all students Departments began the process

of developing common semester finals, in order to align instruction with standards, and the school launched its SDAIE training sessions to explore strategies that help English learners access core content

Then the rough weather began

B Significant Developments:

During the 2010-2011 school year, Carson High School learned that a new high school, later named Rancho

Dominguez High School, would open in Fall of 2011, claiming approximately 500 Carson High School students Simultaneously, LAUSD’s “e-cast” predicted a fall in overall enrollment for the South Bay area (including CHS and surrounding high schools) Add to this challenge a statewide budget crisis resulting in increased class size, deep-cutting lay-offs, and a domino-effect of teacher displacements When the dust settled, CHS had lost an enormous

number of staff By comparing a spring 2010 staff list with a spring 2012 staff list, one can see that CHS lost 51 teachers, 3 counselors and 3 administrators In 2010, CHS had a total of 164 staff, meaning CHS lost 35% of its 2010staff Today, CHS has 131 staff, showing an overall loss of 33 staff members, a reduction in staff of 21% Making recovery difficult, these cuts included school leaders: the principal, 2 administrators, and 3 lead teachers

The challenges continued: CHS entered Program Improvement Year 5+, triggering CHS’s inclusion in school

restructuring for the 2011-2012 school year CHS faculty elected to participate in Public School Choice (PSC) 3.0 by writing its own Extended School Based Management Model (ESBMM) proposal Teachers had to organize for this

process before knowing if they were or were not cut from the faculty CHS coped with these changes by seizing the

opportunity for restructuring and implementing many proactive changes Headed by a new principal in July 2011, CHS was able to pull on its remarkable community pride and dedicated surviving staff to initiate momentous changes, summarized here in Proactive Changes 1 - 12:

Proactive Change 1: Gathering in the spring and summer to create a school-wide PSC ESBMM Proposal:

At least 50 faculty and community members united over the spring and summer to write a PSC ESBMM proposal and two pilot proposals for the 2012-2013 school year As a starting point, the team looked at the WASC

recommendations and the SPSA goals for students The ESBMM proposal achieves integration of the WASC growth targets and the goals for students, and it is the driving force behind proactive changes 2, 3, 4, 5, 6, & 7

The ESBMM school plan features a new mission statement emphasizing critical thinking skills, social responsibility, and community involvement The new vision statement emphasizes Autonomy, Mastery, and Purpose, and is highlighted in the “AMP it Up!” moniker for the new SLC configuration This proposal has reconfigured SLCs for nextschool year, collapsing this year’s SLCs into five sustainable, grant-supported, career-pathway oriented SLCs These academies represent equitably distributed student populations with regard to gender, ethnicity, gifted, IEP, and ELL status Other key elements of the ESBMM plan are an added period 7 intervention class, the adoption of School Loop Plus for enhanced communication with parents, and teacher use of TIPS (Think, Ink, Pair, Share), graphic organizers, Cornell Notes, and exit tickets as common formative local assessments The school has already

instituted these three changes, and they are discussed under Proactive Changes #2, #3, and #6 The plan also focuses on research driven, school-wide teaching strategies The ESBMM plan commits to programs that promote rigor for ALL students (WASC target #2): AVID (a college-readiness system), SDAIE (strategies to teach English learners), and PBL (project based learning) Finally, the ESBMM team met multiple times with parents to solicit andaddress prioritized concerns (SPSA Goal #4) As a result, the team formulated the ESBMM plan to address parental priorities in the following ways:

 A concerted effort to increase school’s graduation rate by offering students more opportunities for intervention and credit recovery- addressed with CHS’s AMP it Up! 7th period (SPSA Goal #1)

 Greater preparation for college and careers- addressed by giving career focus to SLCs, each to contain afull array of AP and Honors classes (WASC Target #2, SPSA Goal #1 and #2)

 Increased focus on cooperative and peaceful racial/ethnic interactions and increased emphasis on the value of tolerance and the appreciation of diversity- addressed by commitment to demographically balanced SLCs that reflect the overall diversity of the school and proposed implementation of PBL (SPSA Goal #5)

 Improved safety on campus and in adjacent community- addressed by Safety Committee that will report directly to the SBM council & maintaining successful STARS council (SPSA Goal #5).

 Expanded parent involvement/participation; greater community involvement and accountability- CHS Parent and Community Center (SPSA Goal #4)

 Expectations of and accountability for clear communication between school and home- addressed withSchool Loop Plus website, allowing students and parents 24/7 access to class assignments, grades, and attendance data Student Led Conferences allow increased communication between parents and students regarding academic progress (WASC Target #1 and SPSA Goal #2, 3, and 4)

Proactive Change #2 – School Loop Plus and developing a computer savvy faculty:

Rather than wait another school year to initiate changes from the ESBMM proposal, CHS began piloting School Loop in the fall of 2011 Found at http://carsonhs-lausd-ca.schoolloop.com, the program offers a web-based platform for school communication involving all stakeholders School Loop Plus allows parent and student access

to grades, attendance, and assignments (SPSA Goal #4) in addition to giving CHS staff the ability to identify at-risk groups of students through data trends (WASC target #4) CHS’s contract with School Loop means that, outside of training and set-up costs, the system is free to the school for five years All teachers have been trained on School Loop and most have set up their web pages Staff use of School Loop email and conversation threads is now the norm (WASC target #1) Teachers begin using the full School Loop Plus program including its grading program when approved by LAUSD’s IT department, we hope in spring of 2012

Proactive Change #3– Period 7- Creating a new bell schedule with a new intervention period:

This summer, CHS stakeholders also agreed to launch the ESBMM new bell schedule in the fall of 2011, with a new period 7 dedicated to intervention The school obtained a waiver for the new bell schedule, and in August 2011, the APSCS and counselors revamped every student’s schedule in order to include a period 7 specifically geared towards the intervention needs of that student Since then, a Period 7 Committee has met to improve the

effectiveness of period 7 intervention As a result, spring 2012 period 7 course offerings include support classes forAdvanced Placement (AP) classes, for CAHSEE and CST English and math classes, for English learners, and for students with IEPs Period 7 also includes credit recovery classes and A-G elective classes for eligible students While athletic teams meet during period 7, any athlete whose teacher identifies him/her as struggling in class or who shows a drop in grades receives period 7 tutoring

The new bell schedule helps achieve many WASC growth targets and SPSA goals With the new bell schedule, periods 1 though 6 meet on Mondays, periods 1-3-5 meet on Tuesdays and Thursdays, and periods 2-4-6 meet on Wednesdays and Fridays By adding period 7 on Tuesdays through Fridays, the traditionally longer periods are shortened by 20 minutes, so that teachers must use their instructional minutes from bell-to-bell (WASC target #6) Creating period 7 classes requires communication among teachers (WASC target #1) and the use of data (WASC target #4) to form intervention classes Algebra 1AB intervention classes are offered period 7 (WASC target 5) Whether intervention or enrichment, period 7 classes help students achieve proficiency (SPSA Goal #2) Since the new period 7 is in addition to the traditional six classes per semester, students now earn 35 rather than 30 credits per semester, enhancing their opportunity to graduate on time (SPSA Goal #1)

Proactive Change #4– Weekly embedded PDs, run by teachers for teachers:

Another ESBMM proposal was instituted this school year: CHS stakeholders also agreed to a weekly professional development (PD) period embedded into the new bell schedule on Mondays after period 6 CHS keeps its Tuesday after-school faculty meetings for dissemination of information As a result, Monday PDs are specifically for

increasing teacher capacity in order for CHS to achieve its SPSA goals for students For the majority of the fall 2011 PDs, teachers worked on developing summative assessments (WASC target #3) that align with the curriculum, standards, periodic assessments, and CSTs Teachers also ran PDs on the four “check for understanding” strategies adopted by the ESBMM as common local formative assessments (WASC target #3) Teachers-as-facilitators

emphasized the use of these strategies to increase rigor for ALL students (WASC target #2) A February 2012 PD run

by the school’s two deans helped teachers understand progressive discipline and how to handle behavior issues in the classroom (SPSA goal #5)

During a WASC self-study PD in December 2011, teachers discussed and answered survey questions about their learning The survey directly reflects that CHS teachers perceive themselves as making progress toward the WASC growth targets 84.2% of the 85 staff respondents report increase in academic rigor for all students, 72% report implementation of common formative and summative assessments, 68% report increased use of data to inform instruction, and 93.6% report effective use of instructional minutes

Proactive Change #5: Skyrocketing Parent Involvement (SPSA Goal #4):

Parent involvement has increased significantly through the Public School Choice process and new energy of new implementations Over 200 parents attended the August 16, 2011 meeting that introduced the new Principal Warren, ideas for PSC, the new School Loop website, and the new Period 7 bell schedule Teachers said it was the largest parent turn-out ever for an informational meeting The Freshman Orientation meeting on 8/25/11 was even more packed with over 100 people standing The first “back-to-school night” on October 13, 2011 was also the largest parent conference attendance ever, with a total of over 2300 parent signatures on teacher sign-up forms CHS has continued parent communication with regular posts on the new website, with personal phone messages from the principal, with parent newsletter mailers, with progress reports sent home every five weeks, with parent meetings about PSATs and IGPs, and with leadership teams that include parents (See section C of this report.)

Likewise, the Parent Center has made some positive new changes to reach more parents First, the Parent Center moved to the highly visible room G3, located next to the parking area The parent center director reports that the parent center is now open from 7:30am to 7pm and sometimes as late as 9pm as a way to engage parents who attend adult school evening classes The parent center volunteers man the Welcome Center, where visitors first enter the school The parent center offers parents access to its computers and printer, counsel on how to navigate the educational system, and free workshops for parents on topics such as parenting, anger management, self-esteem, and sewing Last year, the Parent Center offered “Transition to High School,” a program which teaches parents everything they need to know to help their children be successful in high school and beyond The Parent Center also hosts the SSC and CEAC meetings 65 parents signed-in at the parent center as drop-ins in October

2011, and this does not count parents who volunteer, attend parent center classes, or attend the SSC and CEAC meetings

Proactive Change #6- Increasing teacher use of SDAIE strategies:

Since the last WASC, CHS has lost its literacy and mathematics coaches due to budget issues The district, however,has provided the school with a Title 3 Instructional Coach specifically to increase teacher capacity in providing access to the core curriculum for students who are English learners To this end, the Title 3 coach team-teaches, lesson plans, and coaches teachers in sheltered English classes The Title 3 coach also works directly with EL students and is involved in the PDs demonstrating various SDAIE techniques In a December 2011 survey of the faculty with 85 responders, 97% agree or strongly agree that they connect learning to prior knowledge, 91% agree

or strongly agree that they scaffold coursework so that all students experience academic rigor, and 95.3% agree or strongly agree that they use strategies to check for understanding, all SDAIE techniques So far, CHS has

reclassified 13.9% of its EL population, twice last year’s reclassification

Proactive Change #7- The Carson Colt Resource Center (SPSA Goal #4):

During the spring and summer gatherings about the PSC, the PICED (Pacific Islands Center Educational

Development) representative at CHS decided to write a proposal to win a “Promise Neighborhoods” grant While the grant was not awarded to CHS, the process led to a collaborative of community service providers to better reach and serve CHS and its community As a result, the principal set aside six bungalows in the “Z” area for the collaborative to function Two bungalows are set aside for tutoring, one is a computer lab, and one is a multi-purpose room State of the art video-conferencing, financially supported by local businesses, will connect CHS to other academic and civic institutions around the world Under the auspices of the Carson High School HEART (Healthy Start) center, which offers the MOUs that allow this collaborative to operate on the CHS campus,

community involvement grows Recently, “Sharefest” has adopted CHS for a workday in April 2012 involving over

500 volunteers for campus beautification projects The PICED representative plans to reapply for the “Promise Neighborhoods” grant next year

Proactive Change #8- Attendance initiative- Increasing student attendance (SPSA Goal #3):

Another significant development for Carson High School is the attendance initiative, spearheaded by the

Attendance Improvement Counselor (5 days per week) working in collaboration with the school-based Pupil Services Attendance Counselor (PSA, 3 days per week) to create school-wide attendance awareness and incentive programs As a result, Carson High School has demonstrated tremendous growth from September to December in comparison to last school year Overall, the school has seen a 1.9% improvement, with grade 9 showing the greatest increase of 2.8% New programs such as weekly raffles, newsletters, bulletin and poster displays, PA announcements, parent meetings, and community outreach have contributed to such growth In addition, there has been an increase in attendance submittal, a decrease in ADA revenue lost, a decrease in the suspension events and number of suspension days, a decrease in the dropout rate, as well as an overall increase in school-wide attendance awareness

Proactive Action #9- “College Center on the Go” program:

The college center presently has 56 peer counselors from every academy and sport on campus running the

“College Center on the Go” program Peer counselors are seniors, and “peer counseling” is a class the students enroll in with the college counselor as the teacher The peer counselors take the college center to every part of the

school by making presentations in classes, by advising seniors and juniors, and by promoting college related programs and information To reach the students who do not ordinarily come into the college center, peer

counselors go to different parts of campus twice weekly at lunch to distribute college information Peer counselorsalso adopt a freshman English or language class for an eight-week interval and attend that class once a week in order to facilitate student-written units on high school survival skills and college-readiness (SPSA Goal #1) Finally, peer counselors tutor students in intervention classes (SPSA Goal #1 and #2) The brainchild of our college

counselor, this program began during the 2010-2011 year and continues to grow, creating connections between upper and lower classmen and developing student understanding of the high school-to-college process

Proactive Change #10- The Sustainability Garden and Outdoor Lab:

Spearheaded by a CATS SLC environmental science and biology teacher, fallow land near the gymnasium has been transformed into a school garden for interdisciplinary, collaborative, student-centered, experiential, and engaged learning (WASC targets #2 and #6) While the project began six years ago, the CATS teacher says the garden has

“taken root and blossomed” within the last few years Around 500 students have earned service learning credit planting more than 300 fruit trees in its orchard Originally, tools were bought with a small FEDCO grant Now the school garden has a windmill and solar panels bought with a CPA grant for energy and environmental technology About 300 students per semester have access to the garden through various classes, earning “sweat equity” through work in its vegetable and herb garden and through maintaining the fruit trees The garden also has chickens, guinea fowl, geese, and a peacock City students learn about the ecosystem, about their connection to nature, and about where their food comes from The biology teacher partners with art, English, culinary arts, and CBI teachers for interdisciplinary learning (WASC target #1) The garden is the center of the environmental science class, considered the capstone class for the CPA grant The period 7 landscaping class is in the garden daily The garden is used for celebrations that involve the community, and the garden includes plants from the native lands ofCHS’s parents (SPSA Goal #4) The LAUSD Sustainability Initiative representative recently visited and stated, “This iswhat schools should be doing” (Jan 24, 2012) Recently, CHS has agreed to mentor Narbonne High School in developing its garden program

Proactive Action #11- CHAMPS designs its pilot proposal:

In addition to the ESBMM school plan configuration, two small learning communities, CHAMPS and ATCA, wrote proposals this summer to become independent pilot schools on the Carson High School campus These pilot plans are complementary to the ESBMM proposal, since the ESBMM proposal allows for CHAMPS and ATCA to be included as SLCs or to break off as independent pilots

Carson Health and Medical Partnerships grew out of Carson’s Humanitas program, which thrived on the campus formore than 20 years CHAMPS offers students interdisciplinary, thematic academics in conjunction with work-based learning The pilot proposal strives to make it easier to offer students opportunities to incorporate hands-on work based learning experiences through their participation in job shadowing, internships, and volunteer work in various health/medical settings; career technical education; flexible scheduling for interdisciplinary projects, and a concentration of health science, biotechnology, medicine, public health, and medical math applications The pilot will build upon a solid foundation of community partnerships, academic health science thematic units, and existing

community citizenship offerings, such as Project Citizen, Model United Nations, City of Carson Youth Task Force on Health, and other partnerships with health care institutions.

Proactive Action #12- ATCA designs its pilot proposal:

In response to Public School Choice, ATCA applied to convert from an SLC to a Pilot School called, “The Academies

of Education and Empowerment” or AEE AEE will serve up to 500 students It will use the same calendar and bell schedule as the main campus yet operate autonomously Innovations are planned for AEE, including the creation

of a Freshman Success Academy (FSA) for all incoming 9th graders The FSA is designed to help create a seamless and successful transition from middle to high school and includes a freshman seminar-style class to develop study skills, critical thinking skills, and goal setting Some freshman will take a Math and English Essentials class in conjunction with Algebra 1 or English 9 to ensure success in the classroom As sophomores, students in AEE will select one of two small learning communities the already establish ATCA or the newly formed Social Justice Academy (SJA) Both academies have career focused and thematically aligned curriculum: ATCA prepares students for careers in education by offering classes in Education, Child Psychology, Child Development, and internships at local schools; SJA provides students with electives in Sociology, Philosophy, and Anthropology, and works to prepare students for careers in Public Service and Advocacy If AEE is approved, it will continue to share space and resources with the larger campus, and students at AEE will still participate in athletics at Carson High School The AEE Design Team sees PSC as having provided a real opportunity for teacher-led innovation and reform and

believes AEE will help to empower the community and improve student learning and engagement

THE NEW AGREEMENT: LAUSD and UTLA introduced “the new agreement” in December of 2011, just after CHS handed in its three PSA proposals Essentially, the new agreement offers CHS staff the opportunity to vote on its PSA proposals as a way of returning some decision-making back to the schools The vote took place in February

2012, and the superintendent reviews this feedback before deciding whether CHS will operate as one ESBMM school with five small learning communities or as an ESBMM school with one or two pilots also housed on the campus The CHS staff awaits the decision of the superintendent The principal has informed the staff that the superintendent will announce his decision on March 19, 2012, one day before the scheduled WASC visit

A School/Community Profile, Description of School, Student Demographics, Faculty and Staff

Demographics, Analytic Summary of Disaggregated and Interpreted Student Achievement Data

income is received by 24.8% of the population, 8% receive Supplemental Social Security income, and 5.5% receive public assistance Among families, 21.1% with related children under 18 years of age live in poverty status.

Student profile

The City of Carson is diverse, and the population of Carson High School reflects the same diversity As of January,

2012, the school operates with 2,817 actively enrolled students, down 524 students from the 3341 actively

enrolled students when WASC visited in March of 2010 The school population ethnically breaks down to 50% Hispanic, 27% Filipino, 15% African-American, 5% Pacific Islander, 3% non-Hispanic White, 2% Asian, and 6% Native-American and other 65% of CHS students speak English at home, while 45% speak Spanish, Tagalog, or other languages Special Education students make up 10.4% or 293 students, gifted or high achieving make up 11.8% or 332 students, and at the beginning of this school year, English Learners made up 9% or 256 students The school qualifies for Title I funds with 56% of the students designated as economically disadvantaged and eligible for free and reduced lunch tickets All of the feeder schools are Title I schools

General description of Carson High School and its Programs:

Buildings and Grounds: The campus of Carson High School features 139 classrooms, with SLCs mostly established

in contiguous classrooms The campus also features a multi-purpose room, an oral arts room, a library, an

administrative building, a new main office building, a cafeteria building, a basketball gymnasium, and a fitness center An outdoor stage adjacent to the central quad provides a superior venue for student speeches and dance performances The school has a football stadium and baseball field, and both are equipped with professional lighting systems Due to a recent influx of bond funds, the school has renovated its track and field, which is part of the football stadium Presently, contractors are retrofitting the gymnasium for voluntary earthquake safety

upgrades, repainting and repairing the gym, and installing the gym’s first new floor since the school opened The OAR (oral arts room) has been beautifully upgraded to function as a multimedia presentation center with state-of-the-art technology Finally, beautification projects around campus have created more greenery and outdoor meeting and seating areas for the SLCs

Technology: In 2008 the campus acquired the capacity to be 100% wireless, but most of the classroom computers are still hardwired to the school network The school also has a Nova Net lab with 40 new (Fall 2011) computers and two printers available for use by students in classes The library also has ten computers and a printer for student use Four business classrooms are computerized Five rolling carts of portable laptop computers are available for use by classroom teachers

Small Learning Communities: Carson High School is a 4-year comprehensive high school serving grades 9-12 At the last WASC, CHS operated with eight SLCs Four of the SLCs flourish with California Partnership Academies (CPA)grants They are: Accelerated Teaching Career Academy( ATCA); CHAMPS; Academy of Business, Law and e-Media(ABLe) with two; and Community of Arts, Technology and Science (CATS) Due to decreased enrollment and loss of teachers, “Sports Education Recreation and Fitness Academy” (SERF) and “Academy of Cultural and Ethnic Studies” (ACES) have been phased out “Performing Arts and Music Academy (PAMA) lost its leadership but is rebuilding The ESBMM Public School Choice proposal has reconfigured SLCS for next school year, collapsing the remaining SLCs into five sustainable, grant-supported, career-pathway oriented SLCs

All SLCs offer students access to the “A-G” college-prerequisite courses as well as those required for a California high school diploma All SLCs offer student access to honors classes and the 12 AP classes While SLCs offer career-driven or specialized classes, job training programs, and field trips, all students can choose to participate in the ROTC program or Work Experience Opportunities Program.

Programs for Targeted Students: Carson High School has programs to support students with varying needs

 Gifted Students: 332 or 11.8% of students are designated as gifted or high achieving The program

provides resources and enrichment opportunities for these students and their teachers It encompasses the Honors and 12 Advanced Placement courses that are available to all students throughout the SLCs Gifted funds pay for training of teachers, field trips, equipment, AP testing, enrichment, and conferences and

workshops regarding college admission and differentiated instruction

 English Learners: This year began with 256 or 9% English learners, but since then, CHS has reclassified 41 students The School offers second language students a structured English Immersion program in all of the core content areas English, mathematics, science, and social studies with CLAD and SDAIE trained teachers These classes help students who are not yet proficient in English to sharpen their skills and transition into regular classes This year, 9th, 10th, and 12th grade students awaiting reclassification are in 100% sheltered English classes, while 11th grade ELs are clustered Both a Bilingual Coordinator and a Title 3 Instructional Coach support these students and their teachers The ELAC committee represents the needs of these studentsand advises the School Site Counsel

 Students with IEPS: The needs of special education students are met through the IEP process Presently,

293 or 10.4% of CHS students have IEPs Placement options include Community Based Instruction (CBI), Mild toModerate Retardation (MMR), Special Day Program (SDP), Autism, general education with Resource Support, and full inclusion in general education The goal of Special Education is to move students into the least

restrictive educational environment (LRE) possible In 2009-2010 a Deaf and Hard of Hearing Program moved onto Carson’s campus These students are served by two dedicated Deaf and Hard of Hearing teachers All Special Education students have access to instructional technology and a designated Learning Support Center The needs of students requiring special accommodation who do not qualify for the Special Education Program have their needs met with 504 plans Students with IEP and 504 plans have equal access to all SLCs

 “At-risk” Students: STARS (Success Team for At-Risk Students) is a school based multi-disciplinary resource coordinating team that meets regularly to discuss student needs and to determine which school and/or community based resources might best meet the identified need They look at students who are experiencing difficulties at school resulting from individual, family, or systemic issues They look at chronic academic, discipline, and/or attendance problems The STARS team also works to identify service gaps and works to develop resources to address unmet school and student needs In essence, the STARS process helps to remove barriers to academic achievement by helping students and their families with the assistance they need to overcome them

Programs for all students: Carson High School also has programs to support all students:

 The Wellness Center: Carson High has been identified as a Wellness Center Wellness Centers represent

an expanded concept in school-based health care Each Wellness Center offers comprehensive health and mental health services for all students and community members within the school network This year,

Wellness Center services are merging with Healthy Start services in the school’s “HEART” (Health Education and Resources for the 21st Century) office By folding these programs together, CHS students have access to mobile vans and clinics, dental trailers, fixed health centers, and counseling services from various community organizations

 The Nurse’s Office: The diverse and unique population of this campus, along with the number and type of medically fragile students, require more than the 2.15 days of nursing services a week provided by LAUSD Title

I funds provide the additional 2.85 days of nursing services during the week Approximately 5,000 student visits are made to see the school nurse through the Health Office per year These visits include emergency first aid, health education, health promotion, and public health protection The school nurse is also involved in mediating and/or coordinating psychological crisis situations and assisting students in accessing confidential medical services, counseling, and education to pregnant and parenting teens The school nurse is involved in screening, evaluating, referring and following students who abuse substances on campus In addition, it is the responsibility of the school nurse to clear all sports physicals The Special Education component of the daily nursing office visits involves health assessments and the coordination of specialized services for students who require tri-annual assessments and annual OHI assessments Approximately 90 IEP assessments are performedeach year

 The College Center: CHS’s college center offers the “College Center on the Go” program described as

“proactive change #9” in section B It also offers college classes on campus after school, SAT prep programs, information on internships, summer programs, and advanced placement classes The college center manages the PSAT process, College Night, financial aid programs, and participates in a regional college fair held every September and attended by more than 80 nation-wide colleges and universities Outreach staff representing the University of California and the federal TRIO programs serves our first generation college bound populationand provides guidance and trips to visit campuses The TRIO programs currently serving CHS through the college center include: CSUDH Upward Bound, CSULB Upward Bound, CSULB Math and Science Upward Bound,Educational Talent Search, V Source, and UC Educational Advancement and Outreach Program

 School Counselors Office: Located in the school counseling office, the four school counselors are

responsible for keeping students on track for graduation School counselors place students into classes and work with students to develop their individual graduation plans (IGPs) They keep accurate records regarding credits and notify students and parents on student credit and graduation requirements met When

appropriate, they meet with parents and students regarding social emotional and academic situations,

referring students to Healthy Start or advising students on taking adult school and community college classes Yearly, the counselors meet with parents at night to review PSAT scores CHS counselors make sure they have the most up-to-date information for students by participating in various outreach programs, attending local district professional development meetings, and attending Cal-State and CSU conferences CHS counselors are associated with one or two SLCs and participate in SLC activities with teachers and students