memo-saftib-csd-apr16item01
Attachment 5
Page 1 of 11
School Name / High Tech Elementary Chula Vista (HTeCV)Address / 1949 Discovery Falls Drive
Chula Vista, CA 91915-2037
Web Site Link /
County District SchoolCode / 37 76471 0123059
Charter Number / 0756
Charter Term / 2012–17
School Description / High Tech High (HTH) is the first statewide benefit charter (SBC) and currently operates six schools under the HTH SBC in the San Diego areas of Chula Vista and North County. All HTH schools provide pupils with rigorous and relevant academic and workplace skills, preparing its graduates for post-secondary success and productive citizenship.
Grade Levels Served / Kindergarten through Grade Five
2014–15 Enrollment / 409
2014–15 Second Principal (P-2) Apportionment Average Daily Attendance / 393.42
Site Based or Non-Site Based / Site Based
* Prepared by the California State Board of Education, April 2016
memo-saftib-csd-apr16item01
Attachment 5
Page 1 of 11
2015 California Assessment of Student Performance and Progress Results
Schoolwide Percentage of Pupils by Group and Achievement Level for
English Language Arts/Literacy
Pupil Groups / Number of Pupils Enrolled/Tested / Percent of Pupils who Exceeded Standards / Percent of Pupils who Met Standards / Percent of Pupils who Nearly Met Standards / Percent of Pupils who Did Not Meet StandardsAll Pupils / 227/219 / 11% / 18% / 30% / 41%
Male / 227/115 / 9% / 15% / 27% / 49%
Female / 227/104 / 13% / 22% / 34% / 32%
Asian / 227/6 / * / * / * / *
Black or African American / 227/15 / 20% / 27% / 20% / 33%
Filipino / 227/25 / 28% / 20% / 36% / 16%
Hispanic or Latino / 227/146 / 5% / 16% / 31% / 48%
Native Hawaiian or Pacific Islander / 227/1 / * / * / * / *
White / 227/25 / 20% / 32% / 20% / 28%
Two or More Races / 227/1 / * / * / * / *
English Learner / 227/38 / 3% / 5% / 29% / 63%
Students with Disability / 227/35 / 0% / 11% / 17% / 71%
Economically Disadvantaged1
(Asian) / 227/2 / * / * / * / *
Economically Disadvantaged1
(Black or African American) / 227/8 / * / * / * / *
Economically Disadvantaged1
(Filipino) / 227/10 / * / * / * / *
Economically Disadvantaged1
(Hispanic or Latino) / 227/106 / 6% / 15% / 29% / 49%
Economically Disadvantaged1
(Native Hawaiian or Pacific Islander) / 227/1 / * / * / * / *
Economically Disadvantaged1
(White) / 227/10 / * / * / * / *
Economically Disadvantaged1
(Two or More Races) / 227/1 / * / * / * / *
1Economically Disadvantaged Students include students eligible for the free and reduced priced meal program, foster youth, homeless students, migrant students, and students for whom neither parent is a high school graduate.
In order to protect pupil privacy, an asterisk (*) will be displayed instead of a number on Internet test results where 10 or fewer pupils had valid test scores.
Data Source:
NOTE: Percentages may not total to 100 percent due to rounding.
memo-saftib-csd-apr16item01
Attachment 5
Page 1 of 11
2015 California Assessment of Student Performance and Progress Results
Schoolwide Percentage of Pupils by Group and Achievement Level for
Mathematics
Pupil Groups / Number of Pupils Enrolled/Tested / Percent of Pupils who Exceeded Standards / Percent of Pupils who Met Standards / Percent of Pupils who Nearly Met Standards / Percent of Pupils who Did Not Meet StandardsAll Pupils / 227/219 / 8% / 20% / 36% / 37%
Male / 227/115 / 8% / 24% / 33% / 35%
Female / 227/104 / 9% / 14% / 38% / 38%
Asian / 227/6 / * / * / * / *
Black or African American / 227/15 / 7% / 33% / 33% / 27%
Filipino / 227/25 / 12% / 24% / 44% / 20%
Hispanic or Latino / 227/146 / 6% / 16% / 36% / 42%
Native Hawaiian or Pacific Islander / 227/1 / * / * / * / *
White / 227/25 / 20% / 28% / 20% / 32%
Two or More Races / 227/1 / * / * / * / *
English Learner / 227/38 / 0% / 18% / 32% / 50%
Students with Disability / 227/35 / 9% / 3% / 17% / 71%
Economically Disadvantaged1
(Black or African American) / 227/8 / * / * / * / *
Economically Disadvantaged1
(Asian) / 227/2 / * / * / * / *
Economically Disadvantaged1
(Filipino) / 227/10 / * / * / * / *
Economically Disadvantaged1
(Hispanic or Latino) / 227/106 / 5% / 15% / 35% / 45%
Economically Disadvantaged1
(Native Hawaiian or Pacific Islander) / 227/1 / * / * / * / *
Economically Disadvantaged1
(White) / 227/10 / * / * / * / *
Economically Disadvantaged1
(Two or More Races) / 227/1 / * / * / * / *
1Economically Disadvantaged Students include students eligible for the free and reduced priced meal program, foster youth, homeless students, migrant students, and students for whom neither parent is a high school graduate.
In order to protect pupil privacy, an asterisk (*) will be displayed instead of a number on Internet test results where 10 or fewer pupils had valid test scores.
Data Source:
NOTE: Percentages may not total to 100 percent due to rounding.
memo-saftib-csd-apr16item01
Attachment 5
Page 1 of 11
2015 California Assessment of Student Performance and Progress Results
California Standards Test (CST) Scores
CST Science - Grade 5 Life Science
ResultType / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11Pupils Tested / NA / NA / NA / 78 / NA / NA / NA / NA / NA / NA
Percent of Enrollment / NA / NA / NA / 96.3% / NA / NA / NA / NA / NA / NA
Pupils with Scores / NA / NA / NA / 78 / NA / NA / NA / NA / NA / NA
Mean Scale Score / NA / NA / NA / 328.4 / NA / NA / NA / NA / NA / NA
Percent Advanced / NA / NA / NA / 6% / NA / NA / NA / NA / NA / NA
Percent Proficient / NA / NA / NA / 29% / NA / NA / NA / NA / NA / NA
Percent Basic / NA / NA / NA / 37% / NA / NA / NA / NA / NA / NA
Percent Below Basic / NA / NA / NA / 14% / NA / NA / NA / NA / NA / NA
Percent Far Below Basic / NA / NA / NA / 13% / NA / NA / NA / NA / NA / NA
NA is marked when that specific grade level was not tested in science.
Data Source:
NOTE:The first row in each table contains numbers 2 through 11 which represent grades two through eleven respectively.
memo-saftib-csd-apr16item01
Attachment 5
Page 1 of 11
Name of school: High Tech Elementary Chula Vista
CDS Code: 37 76471 0123059
Charter Term Expires: June 30, 2017
Grades served: K-5
Enrollment: 398
Title I Funded: Yes
PI Status: In PI - Year 1
High Tech Elementary Chula Vista (HTeCV) identified the following eight (8) goals in its LCAP for the 2015-2016 school year:
- Teacher Credentials: Maintain 100% fully credentialed, appropriately assigned teachers.
- Student Attendance: Student attendance will be at or above 96%.
- School Culture: The out-of-school suspension rate will be less than 1% as a result of restorative practice work.
- Integration of Engineering/NGSS: All students have access to a course of study that includes engineering and NGSS-aligned projects
- Writing and Math Assessments: All students will make measurable growth in the areas of writing and math (creation of tools to assess writing and math growth; mastery of grade-level content, pre-/post- test scores in ST Math).
- Reading Assessments: The percentage of students reading at or above grade level will increase.
- Digital Portfolio: Each student will develop and maintain a reflective digital portfolio, including writing samples, math growth and project work.
- Parent Engagement: Parent participation among Spanish speaking families (SLCs and Family Engagement Meetings) will increase.
The following is a summary update on HTeCV’s 2015-2016 LCAP Goals as of December 8th:
This first trimester, our focus has been on assessing students’ reading levels and designing projects with a strong integration of reading and writing, as well as lowering out-of-school suspension rates. We have also focused on tracking parent/guardian involvement in family events, specifically SLCs and monthly Family Collaborative events. We have formed a Family Connect group that meets weekly to plan Parent Workshops.
- Teacher Credentials: All HTeCV teachers hold valid teaching credentials, EL authorizations or permits, and are appropriately assigned with exception of one. One instructor holds an Activity Supervisor Clearance Certificate (ASCC) to support students in a variety of activity programs including: dance, drama, music and extracurricular activities. Two teachers hold out-of-state/country elementary teaching credentials and those paper applications are currently pending CTC review (mailed September 2015). In addition, one teacher holds a Single Subject credential and has completed the requirements for their Multiple Subjects credential (paper application pending CTC review).
- Student Attendance: Our student attendance rate is 97%, the same rate as in the fall of 2014.
- School Culture: Our out-of-school suspension rates are down to 2 students this fall, compared to 3 students in the same period during fall of 2014.
- Integration of Engineering/NGSS: 100% of students have access to a course of study that includes engineering and NGSS-aligned projects.
- Writing and Math Assessment Data:
Math: ST Math, is the math curriculum used and it allows students to work individually toward their end-of-year goal (which, for each student, is 100% coverage/mastery of the content for the applicable grade level). On the day of this report, we were 39% of the way through the school year (69th school day of 175 school days). Accordingly, students’ progress toward goal should be about 39%.
Grade Level / Current Progress(Goal: 39%)
K / 16%
1 / 22.6%
2 / 28%
3 / 40%
4 / 44.5%
5 / 44.3%
Writing: Staff members have begun the process of looking at student work in order to develop an aim around writing growth and to develop a tool to look at student work. Our writing improvement group meets twice/month.
- Reading Data:
Reading Assessments:
Grade Level / On Grade Level / Approaching1 / 73.7% / 16%
2 / 48.5% / 17%
3 / 63.1% / 12.3%
4 / 57.1% / 4%
5 / 61.2% / 0%
- Digital Portfolio: One class of students at HTeCV have piloted digital portfolios. In our Improvement Research teams we are working on exploring the kinds of tasks we will ultimately include in our student portfolios.
- Parent Engagement: For our first two Family Collaborative meetings, our attendance has been 29 and 23, up from 10 and 8 last year. 398 of all 398 students have had a parent/guardian sign-up to attend a Student-Led Conference that will take place next week, December 14th.
The following is a summary of observations informing practice to date:
There have been a couple of staff changes we have made this year in order to support our goals. We have increased social-emotional support for students by creating a part-time social-emotional learning coordinator, who leads restorative circles with students, staff, and families. This staff member also serves as the school’s English Learner coordinator (a new position this year) and works to support teachers in their work with students who are English learners. We have also added two additional days of Speech-Language support with a therapist who has a strong background in supporting students with social learning challenges and have added support from a school counseling intern who is supported by our School Psychologist. We feel that this increase in student support will help us keep our suspension rates low.
At the conclusion of Trimester 1, all students were engaged in a K-5 STEAM project, where all classes had the opportunity to engage in field work out in the community that supported STEAM learning, and also connected with artists from the community who we brought into our school to support this learning. The culminating event involved a partnership with our organization’s other two elementary schools to create a Rube Goldberg machine that spanned all three campuses. Our Engineering Teacher, Zoe Randall, is part of an NGSS Early Implementation Initiative and has spent the past year taking part in professional learning about embedding NGSS standards into our project work.
During the analysis of math and reading data, we noticed a few data points that will impact our practice. For math, our K-2 classes are slightly below where we would expect them to be this time of year. One possible explanation for that is that their students had a 3 week delay getting started with ST Math, due to some technology challenges we faced at the beginning of the year. It will be useful to sit down with those teams to look at the data and co-create a plan for increased progress. We have also highlighted a group of students who are well below grade level in reading, for whom we are increasing academic coach support and reading interventions.
Our outreach to parents/guardians, through a weekly newsletter, has increased our rates of participation at our Family Collaborative meetings. In addition, our school hosts two School Leadership residents with backgrounds in Social Work and Literacy/Psychology, who have taken on an action research projects centered on parent involvement and literacy/making learning visible. The resident focused on parent engagement has chosen two classes as focus groups and is using phone calls, emails (in both English and Spanish), and small group meetings to gain a better understanding of the factors influencing parent involvement. We plan to track our parent participation during our first round of SLCs and will reach out to any family who does not attend.
We continue to strengthen our robust adult learning system to support all teachers in designing student projects that are informed by Common Core Standards--through our August, October, November, January, and March professional development days; weekly professional development meetings, small improvement teams (focused on improving student outcomes connected to writing, group work, academic mindsets, and making learning visible) and ongoing support from the school director. The school director continues to receive professional development in building teacher capacity through a cycle of professional development, including a full day retreat on teacher coaching and Looking at Student Work protocols. Small teacher teams have also engaged in (or are planning to participate in) outside professional learning around the topics: restorative practices, supporting EL learners, making learning visible, open-ended math instruction (via an online course through Stanford), and reading/writing instruction.
The following is a summary of the plans for the next semester:
All students will also participate in their own Student-Led Conference, where they invite parents to the school and reflect on their learning, growth, and goals for the remainder of the year. SLCs are an extremely important opportunity for all High Tech High students to practice their public speaking skills and to reflect on their learning and academic successes, as well as their challenges from the trimester.
As we head into trimester two, we look forward to continuing our Improvement Team work, to refining our project design process to improve our literacy instruction, and to beginning the conversation about the creation of student portfolios.
We also look forward to our first Family Connect meeting where a team of teachers will lead a math night with parents. We will continue to track parent/guardian participation at our Family Collaborative events, as well as our school-wide exhibition in March 2016.
Our credentialing office, as well as our school director, is meeting one-on-one with every teacher to ensure all teachers’ credentials remain in good standing.