1. Best Practices and Processes to Support Great People We will do everything we can to support you on the road to change

2. Needs Assessment Results Identify 4-5 strengths found from the Needs Assessment: The Site Council (Leadership Team) and a cross-section of Content/Specialty area departments completed, reviewed, and analyzed the Standards and Rubrics utilizing the Scoring Summary Sheet. This year Coronado High School chose to: – Continue the focus on, Standard 4: School Culture, Climate, and Communication, – Add Standard 2: Curriculum, Instruction, and Professional Development. The following areas were identified as strengths on the Coronado Campus: – Facilities provide a safe and orderly environment conducive to student learning. (Standard 4.2) – Student Achievement is highly valued and publicly celebrated. (Standard 4.6) – Change is accepted as a normal and positive process that leads to continuous district/school improvement. (Standard 4.9) – A comprehensive curriculum and access to academic core standards are offered to all students (2.4) – Teachers exhibit sufficient content knowledge to foster student learning (2.15)

3. Needs Assessment Results Identify 4-5 challenge areas found from the Needs Assessment: The Site Council, (Leadership Team) completed, reviewed, and analyzed the Standards and Rubrics utilizing the Scoring Summary Sheet. This year Coronado High School chose to focus on Standard 4: School Culture, Climate, and Communication, and will add Standard 2: Curriculum, Instruction, and Professional Development. The following areas were identified as challenges on the Coronado Campus: A healthy school culture promotes social skills, conflict management, and prevention programs so that students are prepared and ready to learn. (Standard 4.7) All members of the school community are active partners in governance, and support and participate in school-wide efforts. (Standard 4.10) Students are provided with a variety of learning opportunities within the normal school day; and may receive additional assistance beyond regular classroom instruction to support their academic learning. (Standard 4.11) The staff monitors and evaluates curriculum and instructional programs based on student results, and makes modifications as needed to ensure continuous school improvement.(2.5) A variety of scientifically research-based strategies and best or proven practices focused on increasing student achievement are used effectively in the classroom. (2.10)

4. Coronado Data 20122011201020092008 Percentage of limited English proficient students who attain English language proficiency 33%21%32%29%26% Graduation rate80%78%79%85%82% Dropout rate1.6%.06% 2% 3% 2% Attendance rate91.2% 100% 92% 95% 94%

5. Title 1 Goals Goal AreaMeasurement Statements ReadingIncrease reading proficiency from 78% to 84% (with a focus on increasing the median growth) as measured by the 2012-13 AIMS MathIncrease math proficiency from 55% to 71% ( with a focus on increasing the median growth) as measured by the 2012-2013 AIMS Graduation Rate (for High Schools only) Increase graduation rate to 82% as measured by the 2012- 2013 cohort graduation rate English Language Learners Increase reclassification of ELL students by 30% during the 2011-12 school year as measured by the spring AZELLA results. Student AttendanceMaintain a 90% or better student attendance in the 2011-12 school year as measured by the ADE attendance/membership report Goal AreaMeasurement Statements ReadingIncrease reading proficiency from 78% to 84% (with a focus on increasing the median growth) as measured by the 2012-13 AIMS MathIncrease math proficiency from 55% to 71% ( with a focus on increasing the median growth) as measured by the 2012-2013 AIMS Graduation Rate (for High Schools only) Increase graduation rate to 82% as measured by the 2012- 2013 cohort graduation rate English Language Learners Increase reclassification of ELL students by 30% during the 2011-12 school year as measured by the spring AZELLA results. Student AttendanceMaintain a 90% or better student attendance in the 2011-12 school year as measured by the ADE attendance/membership report Goal AreaMeasurement Statements ReadingIncrease reading proficiency from 78% to 84% (with a focus on increasing the median growth) as measured by the 2012-13 AIMS MathIncrease math proficiency from 55% to 71% ( with a focus on increasing the median growth) as measured by the 2012-2013 AIMS Graduation Rate (for High Schools only) Increase graduation rate to 82% as measured by the 2012- 2013 cohort graduation rate English Language Learners Increase reclassification of ELL students by 30% during the 2012-13 school year as measured by the spring AZELLA results. Student Attendance Maintain a 90% or better student attendance in the 2012-13 school year as measured by the ADE attendance/membership report

6. Behavioral Data S3 Survey Results Order and Discipline – More than 20% of students responded that they disagreed or strongly disagreed with the following aspects of order and discipline at Coronado: classroom rules are applied equally, rules of the school are fair, rules are enforced consistently and fairly, discipline is fair – Female students at Coronado appear to have greater concerns with regard to order and discipline. For all statements related to order and discipline females students disagreed or strongly disagreed more than their male counterparts.

7. Behavioral Data S3 Survey Results Connectedness – Increases in the number of students reporting that they disagreed or strongly disagreed that teachers understood their problems from 23.4% - 29.8%. *African American students made up more than half of the students that responded this way. – Slight increases in the number of students that do not feel that their teachers care about them, do not feel their teachers are available to talk to when needed, and do not feel that their teachers care about them.

8. Behavior Data Unexcused Tardy 910 students have been late to class at least once… about 75% of our students – Of these 910 students, 126 students have 15 or more unexcused tardies which is 10% of our student body …sophomores make up the greatest percentage – * Based on data reported. Numbers are probably higher

9. Using the data Our Academic and Behavioral Data tell us that we need to firm up our universal interventions: – Classroom Procedures Academic Behavioral – School-wide Procedures Academic Behavioral

10. Best Practice and Strong Process to Support Great People

11. Universal Interventions Academic Classroom – Daily, how do we communicate what is expected? – Daily how do we promote/recognize positive results? – What is the procedure when expectations are not met? School Wide – Daily how do we communicate what is expected? – Daily, how do we promote recognize positive results? – What is the procedure when expectations are not met? Behavioral Classroom – Daily, how are behavioral expectations taught/communicated? – Daily, how is the classroom set up to promote & recognize desired behaviors? – What are the classroom policies for addressing undesired behaviors? School Wide – Daily, how do we communicate what is expected? – Daily, how do we recognize and promote desired behavior? – What do we do to re-teach/re- direct?

12. Observations We have GREAT People! We can improve in the areas of order and discipline and we ALL feel it. We have room to strengthen our practices and procedures to elevate student achievement. By sharing, training, implementing, measuring, monitoring, and adjusting, we can see great increases in our success. We will foster a safe environment for students and adults to learn more!