Consider the way your school community is described by data-driven systems. What criteria are measured and how are they discussed? What is not captured in the framing of the collected data? What doesn’t get measured at all? What assets can you identify and leverage for the benefit of your students? (The intention of this assignment is to learn where to find data about your school community, and to identify and examine the assets that may or may not be evident in those data.)
Deliverable
Our task was to search available data and identify the assets of our school community. We were to use the provided tables as a guide and note that there are suggested data sources to guide our search beneath the category in each row.
- Class Profile – We were to use CAASPP data, diagnostic/assessment data provided by our school, and other observations/data we’ve collected so far this year (i.e.: School Information System (SIS), family survey, get-to-know-you activities with students, language survey).
- Note: if you did not have a current classroom, we could log in to SimSchool and use the class profile from the simulation. We were advised to check each of the learners’ profiles and include our “future” classroom expectations. You could also use the focus students in Week 3A’s assignment as our class profile.
- School Profile – We were to use the online resources provided by the state Dept of Education, our school website, and the school LCAP plan.
- District Profile – We were to use the online resources provided by the state Dept of Education, our district website.
- Community Profile – We were to refer to US Census data, drive through our school community, and interview community stakeholders (ask our students!)
WE WERE ADVISED NOT TO LIMIT OURSELVES TO SUGGESTED DATA TO REPORT; WE COULD ADD ALL INFORMATION WE FOUND THAT WE FELT INFORMED US ABOUT THE PROFILE!
Resources
In order to access some of the information, we were to familiarize ourselves with the following resources to use in the following activity. We were to USE THEM ALL to complete the assignment.
- Sample School, District, and Community Profiles for a local charter elementary school (shaded in pink to avoid confusion). They are attached at the end of this assignment.
- An Asset-Based Approach to Teaching: What it is and Why it Matters
- Culturally Responsive Teaching and the Brain
- CalTPA 2.0 Assessment Guide – In course resources
- DataQuest (CA Dept. of Education)
- School and District Profiles
- School Accountability Report Card (SARC)
- California School Dashboard
- US Census Data
- Kids Count Data Center
- Local City Webpage and Individual School District and School Website
- California Department of Education School/District Profile Search
- ELPAC Test Results
1. Class Profile
Description of Students’ Assets and Learning Needs:
- Data Quest (CA Dept. of Education)
- School Accountability Report Card (SARC):
- Diagnostic/assessment data provided by our school and other observations/data we’ve collected so far this year (i.e., family survey, get-to-know-you activities with students)
Differentiation Options:
● Self-contained teachers: complete the class profile for the whole class
● Single-subject teachers: complete the class profile for one section of students
● Education Specialists: complete the class profile for our caseload
Class Name / Grade School and District: SimSchool Tutorial 1: Teaching, West Valley High School, Hemet Unified School District
Demographics
● SIS
Data
Total number of students: 12
Race/ethnicity: White 17%, Black 25%, Asian 33%, Latino 17%, Multi 8%
Male/female: Male 50%, Female 42%, Unstated 8%
%FRL eligible: 0%
- 1) Assets
- Diverse Student Body, Gender Diversity, Small Class Size, No FRL Eligibility, Multi-Ethnic Identity
- 2) How can we use the assets to engage learners?
- There are several assets the school has that can engage students. The diversity of students, including different races, ethnicities, and genders, creates a rich environment for cross-cultural interactions and collaboration. Small classes allow individualized instruction and close progress monitoring to meet student needs. A lack of free/reduced-price lunch eligibility may indicate access to external learning resources, which can promote independent research and creativity. With projects and displays, multi-ethnic students feel they belong, while visual and cultural diversity can be celebrated. Collaboration benefits from diversity, fostering teamwork and mutual learning. Including diverse voices and perspectives in the curriculum makes learning content relatable and meaningful to all students.
Performance Data
● CAASPP
● ELPAC
Data
Prior academic knowledge related to the specific content we plan to teach: Math: Moderate 100%
English language proficiency levels (Standard English learners and English learners) List student initials and proficiency levels
Standard English Learners: 100%
TB – Reading: Moderate, Writing: Moderate, Speaking: Moderate
RB – Reading: Moderate, Writing: Low, Speaking: Moderate
FC – Reading: Moderate, Writing: Moderate, Speaking: High
KC – Reading: Moderate, Writing: Moderate, Speaking: Moderate
JD – Reading: Low, Writing: Moderate, Speaking: Moderate
JD – Reading: Moderate, Writing: Moderate, Speaking: Moderate
BF – Reading: Moderate, Writing: Moderate, Speaking: Moderate
MH – Reading: Moderate, Writing: Moderate, Speaking: Moderate
SI – Reading: Moderate, Writing: Moderate, Speaking: Moderate
IT – Reading: Low, Writing: Low, Speaking: Low
GT – Reading: Moderate, Writing: Moderate, Speaking: Moderate
GW – Reading: Moderate, Writing: Moderate, Speaking: Moderate
Relevant assessment data for our context: Student Profiles, Classroom Demographics, IEP, and 504 Program Data
- 1) Assets
- Prior Academic Knowledge in Math (Moderate 100%), English Language Proficiency (Standard English Learners – 100%), Student Proficiency Levels in Reading, Writing, and Speaking
- 2) How can we use the assets to engage learners?
- The class has several assets that can be used to create engaging learning experiences. As all students have moderate prior academic knowledge in math, I can build on this to introduce more complex concepts and encourage critical thinking. With high English proficiency, Standard English Learners can benefit from diverse instructional approaches, fostering comprehension and expression. Levels of proficiency in reading, writing, and speaking provide insight into individual strengths and areas for improvement. Based on comprehensive assessment data, including student profiles, class demographics, and data from IEP and 504 programs, I can tailor learning plans and differentiate instruction to meet every student’s needs. With these assets, I can create a dynamic and inclusive classroom that promotes active engagement and meaningful learning.
Celebrations
● What have WE established?
Data
Important events: Lunar New Year, Martin Luther King Jr. Day, Black History Month, Juneteenth, Kwanzaa, La Batalla de Puebla, Pan American Day, Día de La Raza, Día de Los Muertos
Initiatives: Recognizing students for academic accomplishments such as high grades, improvement in test scores, or completion of challenging assignments.
Acknowledging students’ birthdays by allowing them to share about themselves, receiving a small token, or having a brief celebration in class.
Organizing classroom celebrations around holidays, cultural events, or academic themes.
- 1) Assets
- Important Events: Initiatives for Recognizing Achievements, Acknowledging Birthdays, Cultural and Academic Celebrations
- 2) How can we use the assets to engage learners?
- Celebrations like Lunar New Year, Martin Luther King Jr. Day, Black History Month, Juneteenth, and more provide opportunities to explore cultural diversity. Including these events in the curriculum can help promote critical thinking. Recognition of academic achievements and acknowledging birthdays create a positive classroom atmosphere, motivating students and building community. Organizing celebrations around holidays, cultural events, or academic themes adds excitement and promotes active learning. By incorporating these assets effectively, it’s possible to create a dynamic, inclusive classroom that nurtures engagement, cultural awareness, and academic growth.
Local Indicators/Environment
Data
Grade level(s): 9th through 12th
Classroom setting (face-to-face, online, hybrid): Face-to-Face
Describe the classroom environment (safe and caring environment)
My classroom environment makes students feel physically and emotionally safe. It’s inclusive and respectful and promotes positive communication. My priorities are emotional well-being, clear expectations, and collaborative learning. Individual support is given to students, conflicts are resolved constructively, and achievements are celebrated so they feel like they belong.
- Assets
- How can we use the assets to engage learners?
- 9th through 12th-grade classes provide diverse perspectives that enrich discussions and foster peer learning. Face-to-face classrooms allow real-time interaction, feedback, and dynamic engagement through group discussions, hands-on activities, and visuals.
Curriculum
Data
Resources and materials we have access to
Textbooks, digital tools, manipulatives, practice problems, calculators, visual aids, games, and assessment materials.
- Assets
- How can we use the assets to engage learners?
- While textbooks provide foundational content, digital tools make learning fun and interactive. Manipulatives and practice problems facilitate hands-on exploration. Calculators simplify complicated math, freeing up mental space for conceptual learning. Visual aids make learning easier, especially for visual learners, while games add fun and competition. As well as evaluating comprehension, assessment materials encourage participation and refine knowledge. Multifaceted learning journeys that accommodate diverse learning styles and maximize engagement can be created by blending these resources.
Languages and Services
- SIS
- ELPAC
- Survey
Data
Number of identified English learners: 0
Number of Standard English learners: 12
English language proficiency levels (Standard English learners and English learners):
Reading: Low 17%, Moderate 83%
Writing: Low 17%, Moderate 83%
Speaking: Low: 8%, Moderate 83%, High 8%
Home languages: Not specified in SimSchool
- Assets
- Number of Standard English Learners, English Language Proficiency Levels
- How can we use the assets to engage learners?
- The class composition focuses on Standard English learners and creates an ideal learning environment. Different English language proficiency levels allow for targeted instruction. Activities can be tailored to support low-proficiency students, providing scaffolded approaches that improve language skills. More complex tasks can challenge those with moderate proficiency, encouraging growth. Students’ home languages aren’t specified, but celebrating and recognizing their diverse linguistic backgrounds can make them feel more inclusive. Different proficiency levels can be catered to using engaging language development activities, collaborative learning opportunities, and interactive assessments. A holistic approach enhances language skills and ensures all students participate, learn, and thrive in the classroom.
Special Education Services
- SIS
- Survey
Data
Number of students with an IEP: 1
Number of students with a 504 plan: 2
Number of students identified for GATE: Not specified
Resources available for Inclusion support: Specialized instruction, assistive technology, peer tutoring, accessible facilities, and staff training to support inclusion.
List students on an (IEP or 504) by an unidentifiable indicator and the following information: disability category and identified disability, present levels, goals and objectives, accommodations, modifications and adaptations, services, assistive technology:
RB – 504 Plan indicates that the student has challenges and/or disabilities described as:
- Provide support for time management
- Provide sensory items to assist with distraction
- Provide extended time on activities
- Provide a quiet or private environment
- Provide preferential seating
- Provide extended time on tests and assignments
- Provide reduced homework or classwork
- Provide verbal, visual, or technology aids
- Provide modified textbooks or audio-video materials
- Provide behavior management support
- Provide verbal testing
JD – 504 Plan indicates that the student has challenges and/or disabilities described as:
- Provide support for time management
- Provide sensory items to assist with distraction
- Provide extended time on activities
- Provide a quiet or private environment
- Provide preferential seating
- Provide extended time on tests and assignments
- Provide reduced homework or classwork
- Provide verbal, visual, or technology aids
- Provide modified textbooks or audio-video materials
- Provide behavior management support
- Provide verbal testing
MH – IEP Plan indicates that the student has challenges and/or disabilities described as:
- Agreeableness
- Comprehension Knowledge
- Conscientious
- Decision Reaction Time
- ELA
- Extroversion
- Fluid Reasoning
- Long Term Storage Retrieval
- Math
- Neuroticism
- Openness
- Processing Speed
- Psychomotor Ability
- Psychomotor Speed
- Quantitative Knowledge
- Reading Writing
- Short Term Memory
- Assets
- The class has valuable assets that can be tapped into to create an engaging and inclusive learning environment. A commitment to inclusion is demonstrated by the availability of specialized instruction, assistive technology, peer tutoring, and accessible facilities.
- How can we use the assets to engage learners?
- As a result, students with Individualized Education Plans (IEPs) and 504 plans can receive tailored accommodations and support. With 504 plans, students like RB and JD can get extra time on tasks, quiet environments, and sensory support, which can help them participate and engage. Furthermore, MH’s IEP plan calls for a differentiated approach to meet his specific challenges and disabilities, which opens the door to a variety of strategies. Utilizing these assets and accommodations, I can create a classroom environment where every student can learn, engage, and succeed.
Professional Development
- School Leadership
Data
Resources and support available: Not Specified
Classroom Expectations & Norms
In my classroom, students are expected to actively participate, respect others, be punctual, follow instructions, raise their hand, use technology responsibly, complete assignments, collaborate, maintain a positive attitude, show effort, stay organized, avoid disruptions, ask questions, use devices responsibly, be honest, respect personal space, provide constructive feedback, use inclusive language, and stay open-minded to various problem-solving approaches.
2. School Profile
Description of School’s Assets and Challenges:
- Data Quest (CA Dept. of Education)
- School Website
- District Website
- School Accountability Report Card (SARC)
School Name, District, City: West Valley High School, Hemet Unified School District. Hemet, CA
Demographics
● Dataquest
● SARC
● School Profile
Data
Enrollment: 1,922
Socioeconomically Disadvantaged: 88.1%
English Learners: 10.5%
Chronic Absenteeism: 47.8%
Students with Disabilities: 17.6%
- Assets
- Using the school’s demographic information effectively can help engage learners comprehensively and equitably.
- How can we use the assets to engage learners?
- A diverse enrollment of 1,922 students fosters cross-cultural learning and inclusive perspectives so students can learn from each other’s backgrounds. In a school where 88.1% of students are socioeconomically disadvantaged, providing essential resources and support ensures all students have equal access to learning tools. The presence of English learners (10.5%) requires strategies that facilitate language acquisition, like interactive activities. It’s essential to make a classroom atmosphere that’s engaging and welcoming to stop chronic absenteeism (47.8%). In addition, providing accommodations, assistive technology, and differentiated instruction to students with disabilities (17.6%) promotes their active participation. With these assets and strategies, I can create an inclusive and dynamic learning environment that supports student engagement, fosters academic growth, and values each student’s strengths.
Performance Data
- Dataquest
- School Profile
- SARC
- School Dashboard
- ELPAC
Data
Suspension Rate: 5.11%
Graduation Rate: 89.9%
English Language Arts(ELA) CAASPP Percent Tested: 96.53
CAASPP Percent Met or Exceeded: 37.17%
Mathematics
CAASPP Percent Tested: 96.52%
CAASPP Percent Met or Exceeded: 7.71%
English Learner Progress: 26.19% at Level 3 Overall
CAASPP Test Results
- Assets
- Information from West Valley High School can be used to engage learners in meaningful ways. The low suspension rate reflects a positive and respectful environment that encourages active participation and responsible behavior. Likewise, the high graduation rate highlights a supportive educational setting that motivates students to succeed.
- How can we use the assets to engage learners?
- CAASPP test results indicate areas for improvement, but they also provide teachers with a roadmap for customizing their instruction to meet specific learning needs. English learners’ progress demonstrates their commitment to language development, suggesting that language-rich activities can foster engagement and linguistic growth. While the percentages of students meeting or exceeding standards in ELA and math present challenges, they also offer opportunities for targeted interventions to help struggling students. A data-driven learning environment can increase student engagement and academic success by acknowledging students’ progress, addressing their weaknesses, and capitalizing on their strengths.
Celebrations
- School Website
- Observations
Data
Important events, Initiatives, and Traditions: Club Rush, Mustang Maniac Rally in August, WVHS Connecting w/Cabinet in February
Principal’s Message: West Valley High School provides a safe environment that fosters an authentic learning experience through collaboration with students, staff, parents, and the community. We strive to have all members of the Mustang family rise to the challenge of maintaining a student-centered environment that fosters high expectations and promotes positive social growth. West Valley High School offers a variety of both academic and extracurricular programs, including an International Baccalaureate Program where students can earn an IB Diploma, AP Courses, CTE Pathways, articulated courses with our local community college, athletics, both fine arts and performing arts, cultural clubs, and E-Sports. West Valley has something for every student. The staff at West Valley strives to prepare our students for the next chapter, where we are confident that they will achieve their full academic and social potential and become successful contributing members of society. It is our hope that our students will cherish the memories they make during their time as a Mustang and ultimately find their purpose.
School-Wide Learning Outcomes (SLOs)
Graduation
Every student should be working four years towards completing graduation requirements as a foundation for the next steps in life. You should do more than meet the minimum requirements for graduation but take every advantage to develop new talents and discover new interests.
Readiness
Beyond graduation, every student should leave the campus prepared to enroll in higher education or enter the workforce with the skills and knowledge to succeed. This could mean completing a CTE pathway, completing A-G requirements for a UC or CSU, taking higher-level courses in AP or dual enrollment, or developing skills in elective courses.
Engagement
Every student should find a passion at West Valley — a club, sport, or program (academics, activities, or athletics) that motivates them to achieve and excel. Every student should be engaged in their education every day.
Attendance
The first expectation is to be at school every day to take advantage of every chance to learn and grow. Good attendance means arriving to class on time and prepared to learn. Every day you should come with a commitment to take control of your education, to push yourself, and to learn something you didn’t know before.
Teaching and Learning
At West Valley, we will provide the best instruction through a variety of teaching strategies. Nothing we do can take the place of the importance of your individual learning. Your learning is the measure of our success. Take every opportunity to ask questions and strive for mastery instead of a letter grade or percent.
- Assets
- How can we use the assets to engage learners?
The school provides many assets that can be leveraged to engage students in a comprehensive and meaningful way. Various events, initiatives, and traditions like Club Rush, Mustang Maniac Rally, and WVHS Connecting w/Cabinet foster a sense of belonging and social connections. High expectations are set in the Principal’s Message, and a safe, collaborative learning environment is emphasized. Students have a lot of opportunities to find their interests and passions through a wide array of extracurricular and academic programs, including International Baccalaureate, Advanced Placement, CTE pathways, arts, and athletics.
SLOs further contribute to engagement and meaningful learning. Focusing on graduation readiness and engagement ensures students meet academic requirements and pursue personal growth, higher education, and career success. Focusing on attendance and being present daily emphasizes consistent learning engagement. By fostering a culture of curiosity and exploration, the commitment to teaching and learning encourages students to take ownership of their education.
These assets can result in a dynamic educational journey where students are inspired to pursue their interests, engage actively, and take charge of their academic and personal growth. It’s easy for educators to create a sense of purpose, foster social connections, and prepare students for success beyond the classroom when they align educational activities, projects, and discussions with these assets.
Local Indicators
- SARC
Data
Basics (teachers, Instructional Materials, Facilities)
- Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned): 78.45%
- Intern Credential Holders Properly Assigned: 1.27%
- Teachers Without Credentials and Misassignments (“ineffective” under ESSA): 1.28%
- Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) : 1.57%
- Unknown: 17.39%
School Facility Conditions and Planned Improvements:
WVHS is located in the southwest corner of Hemet between the Domenigoni Reservoir and Ryan Airport. The campus covers more than 60 acres, and has over 100 classrooms and specialty classrooms like computer labs, an agriculture program, choir, band, pottery, and foods, as well as a full complement of CTE programs, including Sports Therapy. Presently, all computers are networked, allowing access to the student information database. Every classroom has adequate space and all the materials needed to ensure student success.
Parent and Family Engagement/Involvement:
West Valley High School provides many opportunities to get involved on campus. Parents can be part of ELAC (English Learners Advisory Committee), SSC (School Site Council), ACES (African American Council for Excellence and Success), along with many booster groups here on campus. There are enrichment opportunities for parents that are available such as presentations from the county district attorney, parenting courses and support through Riverside University Public Health and CABE(California Association for Bilingual Education), evenings with our counselors to inform parents about financial aid, applying to college, and guidance on how to help students be successful in high school. There are also opportunities to engage with the administration through school-sponsored events such as Back-to-School-Night, Open House, and other school events.
Average Class size:
English Language Arts: 21
Mathematics: 26
Science: 24
Social Science: 24
- Assets
- How can we use the assets to engage learners?
School assets provide a solid foundation for engaging learners meaningfully and comprehensively. Quality instruction is ensured by having a substantial number of fully credentialed instructors assigned to subjects and placing students in the right classes. Well-equipped facilities, including specialty classrooms and resources, offer diverse learning opportunities. Parent and family involvement through committees, workshops, and counseling sessions fosters a sense of community and enables a supportive network for students. Additionally, manageable class sizes in core subjects allow for more personalized attention and interactive learning, boosting student engagement. The advantage of leveraging these assets is that educators can create a dynamic and enriching learning environment where students can excel, explore their interests, and develop skills that prepare them for the real world.
Curriculum Adoptions
- SARC
- School Leadership
Data
Textbooks
Quality, Currency, Availability of Textbooks and Other Instructional Materials :
A District committee considers textbooks for recommendation on a cycle established by the State Board of Education and from a State-adopted list. The committee meets to discuss current issues relevant to the subject matter, including student success, previously used textbooks, and instructional methods. The committee reviews demonstration copies of proposed textbooks as well as listens to representatives describe the various highlights of the available materials. The review is followed by a pilot of materials that results in consensus by the committee of a recommended textbook. The textbook is forwarded to a K-12 Curriculum Council, which consists of teachers, parents, and community stakeholders, for review and approval. If the textbook is approved by the K-12 Curriculum Council, the textbook is forwarded to the Superintendent and the Governing Board for their review and approval. Each pupil in the district, including English learners, kindergarten through grade twelve, is provided with standards-aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board.
- Assets
- How can we use the assets to engage learners?
Engaging learners effectively is made easier by the availability and quality of textbooks. Selecting textbooks follows a comprehensive process to ensure they’re current, relevant, and aligned with state standards. Having teachers, parents, and community stakeholders involved in decision-making enhances the suitability of materials for varied student needs. Providing students, including English learners, with standards-aligned textbooks or instructional materials promotes equitable learning. By leveraging these assets, educators can create a cohesive curriculum that supports student learning, fosters engagement, and improves overall education.
Mission and Vision
- School website
Mission: West Valley’s mission, along with parents and the community, is to prepare its diverse student body with the academic, vocational, and social skills necessary to become contributing members in a changing and global society.
Vision: West Valley High School is a comprehensive, standards-based school where inquiry, reflection, and writing expectations lead our students to become knowledgeable about academics and the world around them. Our vision is that all students will be open-minded and able to clearly articulate their knowledge through various modes of communication, and a balanced experience in all areas of education–academics, activities, and athletics– will provide a firm foundation for lifelong success.
Special Education Services
- SARC
Data
Support Staff
There were no resource specialists listed on the SARC, though there was 1 speech/language/hearing specialist, 1 psychologist, and 6 counselors.
- Assets
- How can we use the assets to engage learners?
Specialized support staff, like speech/language/hearing specialists, psychologists, and counselors, are significant assets for engaging learners. Professionals like these are crucial to ensuring students get the education they need, regardless of their needs. The speech/language/hearing specialist can assist students with communication challenges, while the psychologist offers support for mental well-being. Counselors provide guidance and resources to enhance students’ overall learning experience by supporting their social and emotional development. Together with these support staff, educators can tailor instruction to fit individual needs, making the classroom more inclusive, comprehensive, and engaging.
Professional Development
- SARC
Data
The school district provides certificated and classified members with opportunities for professional growth and training in a variety of programs and initiatives. The training provided by the Professional Development Academy supports teachers, administrators, and paraprofessionals to become highly skilled at providing quality leadership, instruction, and support to the district’s students. The primary focus of the Professional Development Academy is supporting the instruction of California State Standards and the new curriculum adoptions that have taken place during the past few years. Additionally, during the 2022-2023 school year, PDA provided a variety of both virtual and in-person after-school training due to a lack of availability of substitute teachers in the district. The district’s Educational Services Department, including Teachers On Special Assignment (TOSA), provides ongoing support and training in the skillful delivery of the adopted standards. Additionally, the TOSAs provide a variety of district and site-based training based on data, principal feedback, and teacher survey results. The PDA also supports new teachers through our Center for Teacher Innovation (CTI) Induction Program, which provides intensive coaching and support in the inquiry process. The TOSAs are leading our K-12 Lead Teachers in monthly meetings around the Teacher Clarity Playbook. Additionally, the TOSAs support our seven secondary Math Coaches located at designated schools across the district and seven elementary site-based coaches. A new teacher academy is offered for all new HUSD teachers during the summer, and all elementary classroom teachers participate in ongoing training that supports ELA, Math, NGSS, History-Social Studies, Special Ed, and ELD standards. Our secondary History-Social Studies teachers also participated in training for the newly adopted secondary History/Social Studies curriculum (McGraw Hill). Additional training and support are offered to Special Education Teachers, Science and History/Social Studies teachers.
- Assets
- How can we use the assets to engage learners?
The school district’s commitment to professional growth and training offers valuable assets that engage learners and enhance the educational experience. As part of its commitment to ensuring quality teaching practices, the Professional Development Academy supports instruction aligned with California State Standards. Diverse training options, both virtual and in-person, show flexibility and commitment to continuous improvement in response to changing circumstances.
The Educational Services Department supports Teachers On Special Assignment (TOSA) to deliver an effective curriculum. Collaboration with teachers and administrators ensures that instructional strategies stay relevant and effective. The Center for Teacher Innovation (CTI) Induction Program provides new teachers with intensive coaching, fostering a supportive environment for their growth.
Furthermore, the district’s comprehensive approach to professional development is underscored by the involvement of lead teachers, Math Coaches, site-based coaches, and subject-specific training for ELA, Math, NGSS, History-Social Studies, and Special Education. With these assets, educators can refine their instructional practices, adapt to evolving standards, and create a more engaging and effective learning environment.
3. District Profile
Description of District’s Assets and Resources:
- Data Quest (CA Dept. of Education)
- District Website
- School Accountability Report Card (SARC)
District Name, City: Hemet Unified School District
Demographics
- Dataquest
Data
Enrollment:
- African American 7.8%
- American Indian or Alaska Native 0.7%
- Asian 0.9%
- Filipino 0.9%
- Hispanic or Latino 67.5%
- Pacific Islander 0.3%
- White 17.9%
- Two or More Races 4.0%
- Socioeconomically Disadvantaged: 85.4%
- English Learners: 11.6%
- Chronic Absenteeism: 49.8%
- Special Education: 14.6%
- Assets
- How can we use the assets to engage learners?
The school district’s assets offer a solid foundation for engaging learners effectively. A diverse student body with various racial backgrounds and ethnicities makes cross-cultural learning easier. Diverse perspectives can be incorporated into lessons, fostering mutual respect and promoting inclusive education. Students from socioeconomically disadvantaged backgrounds highlight the importance of equity in education. Teachers can ensure that all students can actively participate in their learning by providing resources and support. The presence of English learners calls for targeted language support strategies, like interactive activities and collaborative projects. Chronic absenteeism can be addressed through attendance improvement initiatives and a supportive school culture. A commitment to special education helps foster an inclusive environment by offering differentiated instruction and assistive technology. With these assets, educators can create a learning experience that is inclusive, engaging, and enriching for all students.
Performance Data
- Dataquest
- District Website
- SARC
Data
Suspension Rate: 5.7%
Graduation Rate: 88.6%
English Language Arts(ELA): 30.70% met or exceeded
Mathematics: 15.84% met or exceeded
- Assets
- How can we use the assets to engage learners?
The school district has assets that can engage learners based on the information provided. With a suspension rate of 5.7%, a positive, respectful school environment can be cultivated, encouraging participation and responsible behavior. The graduation rate of 88.6% indicates a supportive educational environment that motivates students toward success, which can inspire engagement. Although ELA and mathematics proficiency rates at 30.70% and 15.84% show room for growth, they guide educators toward targeted interventions. Teaching and supporting struggling students based on these subject-specific challenges can help them succeed academically.
Celebrations
- District Website
Data
- Important events, Initiatives, and Traditions:
- California College Guidance Initiative
- School Climate Transformation Initiative
- Kindness Initiative
- Feed students in need when they are not at school
- Attendance Improvement Initiative
- Assets
- How can we use the assets to engage learners?
The California College Guidance Initiative offers valuable resources for students’ higher education planning, guiding educators to facilitate meaningful conversations about future academic and career pathways. The School Climate Transformation Initiative provides a platform to nurture a positive and inclusive school environment, encouraging student well-being and engagement. The Kindness Initiative promotes compassion and cooperation, contributing to a respectful atmosphere that fosters student connectedness. Supporting students in need by providing meals outside of school ensures their basic dietary needs are met, removing barriers to engagement. The Attendance Improvement Initiative emphasizes the importance of regular attendance, enabling educators to implement strategies that enhance student participation. By harnessing these assets, educators can cultivate a holistic educational experience focused on academic growth. This experience encompasses students’ social-emotional development, well-being, and readiness for future success.
Curriculum Adoptions
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District Mission and Vision
- District Website
Mission: Every Student, Every Day; Embrace, Educate, Empower.
Vision: Embrace, Educate, Empower.
To design a system that leads to equitable educational outcomes for all students, including and especially those who have been kept furthest from opportunity, we EMBRACE and EDUCATE students in deeper learning competencies that EMPOWER each student for college, career, and life.
Languages and Services
- Dataquest
Data
RFEP rates: 5.16% in 2020-21
2,982 ELLs in 2022-23. 96.21% of those speak Spanish
- Assets
- How can we use the assets to engage learners?
The RFEP rates of 5.16% demonstrate English learners’ progress toward becoming reclassified as Fluent English Proficient. This achievement can inspire other learners, building a sense of accomplishment and motivation in the English learner community. Also, 96.21% of English Language Learners speak Spanish, so there’s a lot of opportunity for tailored language support. Educators can improve Spanish-speaking ELLs’ engagement and comprehension by offering targeted resources, bilingual instruction, and culturally relevant materials. A culturally inclusive environment that appreciates linguistic diversity can further cultivate a sense of belonging.
Professional Development
- District Website
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4. Community Profile
Description of Community’s Assets and Resources:
- US Census Data
- Community/City Website
Community Name: Hemet, CA
Demographics
- US Census Data
Data
Socioeconomic: 23.7% in poverty
Median income: $45,042
HS graduation or higher: 80.3%
Race and Hispanic Origin:
- Black or African American alone 9.1%
- American Indian and Alaska Native alone 1.2%
- Asian alone 2.5%
- Native Hawaiian/Other Pacific Islander alone 0.1%
- Two or More Races 10.7%
- Hispanic or Latino 49.3%
- White alone, not Hispanic or Latino 37.0%
Median Age: 44.3
- Assets
- How can we use the assets to engage learners?
The diversity in socioeconomic backgrounds, with 23.7% of the population in poverty, allows educators to foster understanding and empathy among students. Discussing social issues and encouraging community involvement can help learners develop a shared responsibility. There’s a high percentage of residents with at least a high school diploma or higher education level (80.3%), which educators can use to inspire students, emphasizing the connection between education and future opportunities. A rich resource for promoting cross-cultural understanding lies in the racial and ethnic diversity of the community. Educators can cultivate an inclusive and respectful learning environment by incorporating diverse perspectives into lessons and celebrating cultural events. Furthermore, the mature community with a median age of 44.3 allows students to learn from the insights and experiences of their elders.
Celebrations
- City Website
- Observations
Data
- Hemet Farmer’s Market
- Ramona Pageant
- Ramona Flea Market
- Assets
- How can we use the assets to engage learners?
The Hemet Farmer’s Market, Ramona Pageant, and Ramona Flea Market provide educators unique opportunities to extend learning outside the classroom. These events can be integrated into the curriculum to create authentic and real-world learning experiences. For instance, visiting the farmer’s market can provide insights into local agriculture, economics, and healthy food choices. The Ramona Pageant can serve as a cultural exploration, connecting students with the rich history and traditions of the region. Similarly, the flea market can spark discussions about entrepreneurship, economics, and negotiation skills. By incorporating these community events into the educational journey, educators can enhance engagement by making learning more experiential, relevant, and closely tied to the world outside of school.
Community Based Learning Opportunities
- Observations
Data
- Assets
- How can we use the assets to engage learners?
In addition to the classroom, the Hemet Library and Mt. San Jacinto College provide valuable resources. The Hemet Library can be a gateway to literature, research materials, and educational workshops, fostering reading, critical thinking, and independent learning. Through a collaboration with Mt. San Jacinto College, high school learners can experience college-level coursework and learn about higher education. Students can use these resources to expand their knowledge, explore potential career paths, and prepare for success. Utilizing library and college resources can help educators inspire a love of lifelong learning and academic growth in their students, extending learning beyond traditional boundaries.
Assignment Grade: 40/40