South Tahoe High well on way to keeping accreditation

South Tahoe High School is still an accredited school. That was the message given during Tuesday's meeting of the Lake Tahoe Unified School District Board of Trustees as staff updated them on their ongoing efforts to hit the targets set for the next visit by Western Association of Schools & Colleges (WASC) in March of 2018.

Several parents have voiced their concerns that students aren't getting in the colleges of their choice due to the school's status.

Early in 2016, a visiting accreditation committee recommended the school be placed on a two-year probationary accreditation in June, 2018. Lake Tahoe Unified School District (LTUSD) appealed the decision, and in February 2, 2017, the WASC Accreditation Commission denied the school's rationale to re-evaluate the procedures it used to grant the probationary status.

After the initial findings received in April of 2016, STHS began planning and implementing the recommendations of the staff and the initial Visiting Committee. Four specific areas were targeted for the next visit in March of 2018, and a plan has been executed by the STHS Administration to specifically address those issues.

The recommendations proposed by the administration and staff as well as the WASC visiting committee have already started to be implemented.

"What parents can expect next year is better informed instruction," said Bob Grant, LTUSD's Career Technical Education and Visual & Performing Arts Coordinator. Teachers will be using data driven instruction to target all students now being taught through the state mandated Common Core curriculum. English and Math have been completely overhauled to meet the new standards, with Social Science ready for fall. The changes were already proposed when WASC was at the school a year ago.

A task force assigned to oversee the school's changes will meet in May and June so a timeline for the 2017/18 school year is in place. Principal Chad Houck (who has resigned and is leaving after the current school year) and his teachers created an action last year to meet goals. The new principal will be able to walk onto the campus with a plan already in place.

"We are taking this very seriously and are taking action," said Grant.

Another one of those tasks is to complete a student Code of Conduct with a dress code, and that is in the final stages.

Here is an outline of action steps to comply with the Schoolwide Critical Areas for follow up, combining recommendations from stakeholders, staff, administration and the Commission:

Increase literacy and skills in CCSS among the teachers at STHS
o Use teacher-embedded and standardized test data to inform instruction and
allow for the sharing of student capabilities between disciplines.
o Increase the numbers of standards based formative and summative common
assessments for all classes.
o Reinforce and align the use of Common Core State Standards in instruction.
o Provide funding and opportunities for staff to analyze data and share student
successes and needs.
o Focus and streamline staff development offerings to closely align with school
goals.

Student Conduct
o The Student Code of Conduct will be completed and refinements made and
implemented at STHS and STMS.

Provide courses that meet the needs of all student sub-groups
o Expand articulation opportunities with the middle and elementary schools to
avoid redundancy and assure smooth transitions.
o Provide intervention and support classes with wrap-around strategies to
increase mobility and to ensure all students have access to the core curriculum.
o Continue to provide and enhance Core/CTE courses, blended with life-skills, for
all students.
o Expand and strengthen current CTE pathways and align with California CTE
standards.
o Offer significantly expanded dual enrollment opportunities.
o Implement NGSS Science Standards and courses for Science and explore
integrated and CTE blended possibilities.
o Systematically review the newly adopted Social Science Framework, unpack
standards, and work collaboratively towards successful implementation

Accountability
o Continue developing and publishing “live” pacing guides for all classes.
o Reach agreement on common grading practices with an emphasis on the
understanding of differences between subject matter competency/mastery and
student work habits.

Parent/Family/Community Involvement
o Increase involvement of the School Site Council in funding and curricular
decisions.
o Increase general parent participation in the development of the School Site Plan
and school LCAP goals.
o Continue parent participation in District-Wide LCAP conversations and decisions.
o Continue to involve ELAC and DLAC in site decisions.
o Advisory Committees for CTE will be strengthened as well as our partnership
with LTCC.

Systemize District Curriculum/Instruction Oversight
o Formalize the structure of Curriculum and Instruction pathways and processes to
provide guidance and appropriate goal driven staff development for teachers.
o Continue to provide LTUSD specific curriculum workshops for new and veteran
teachers.
o Implement ongoing self-studies to assure Expected Schoolwide Learning Results
are integrated into the culture of the school and are meeting the expected
outcomes.
o Enhance the curriculum database to include course pacing guides, descriptions,
and standards.
o Develop a curriculum review process to update and vet existing and new
courses.