The mission of Estancia High School is to ensure that all students demonstrate high academic achievement and sustain successful post high school pursuits. To accomplish this mission, Estancia will maintain an ethical, nurturing and challenging learning environment.
Graduates of Estancia High School will be:
* Understanding and respecting diversity
* Making a positive contribution to school and community
* Demonstrating honest, ethical, courteous behavior and personal accountability
* Making wise choices that promote a healthy lifestyle and environment
* Setting prioirities and achievable personal, academic and career goals
* Seeking and utilizing resources to demonstrate mastery of content
* Utilizing critical thinking to solve problems
* Recognizing personal needs and utilizing supplemental services
* Demonstrating proficiency in written, oral and visual communication
* Receiving and interpreting information through reading, listening and dialogue
* Contributing and functioning in various group settings
* Communicating effectively through the appropriate use of multimedia and technology
The primary goal of Estancia High School is for our students to be prepared for post secondary educational experiences with an emphasis on helping students meet the entrance requirements for four-year universities. In order to meet these requirements, Estancia High School has instituted programs which support this goal, including transition programs. In addition to the array of course offerings which meet the A-G requirements of the University of California and California State University graduation requirements and state of California graduation requirements, we offer courses designed to further the vocational aspirations of our students.
WASC Schoolwide Action Goals - 2008
Schoolwide Action Goal #1: Improve student achievement in all content areas, with special emphasis on literacy and logical reasoning.
Schoolwide Action Goal #2: Address achievement gaps among at-risk and special needs populations.
Schoolwide Action Goal #3: Demonstrate a culture of inclusiveness that promotes a strong sesnse of community and greater student achievement.
WASC Critical Areas for Follow-Up - 2008
Critical Area for Follow-Up #1: There are significant numbers of students who score Below Basic or Far Below Basic, especially in English-Language Arts and Mathematics.
Critical Area for Follow-Up #2: EHS should continue to pursue partnerships to aid with planned pathways.
Critical Area for Follow-Up #3: Curriculum and instruction should be reviewed for differentiation strategies and rigor.
Critical Area for Follow-Up #4: PLCs, common assessments, and the use of Data Director should be fully implemented across curricular areas.
Critical Area for Follow-Up #5: Pathways should be implemented to add relevance and preparation for future careers.
Critical Area for Follow-Up #6: The graduation, tardy, suspension, D/F, and attrition rates should continue to be addressed.
Critical Area for Follow-Up #7: Interventions should be continued and added for students with disabilities, EL learners, and below-grade level readers in order to improve their academic success and performance on standardized tests.
Critical Area for Follow-Up #8: Use of and support for technology should be improved.
WASC Critical Areas for Follow-Up - 2011
The WASC Visiting Committee through its observations, discussions, and review of the School’s Progress Report feel that the school has fully addressed all Schoolwide Critical Areas for Follow-Up left by the previous Visiting Committee in 2008.
The following are the revised list of Schoolwide Critical Areas for Follow-up that the school must address in preparation for their next full self-study in school year 2013-2014.
- Increase the CST scores in the areas of US History, Earth Science, and Chemistry.
- Students with special needs and English Learners must be provided a rigorous curriculum and interventions so that they acquire essential knowledge and literacy to reach proficiency on the CST test and pass the CAHSEE.
- Efforts must be made to increase the reclassification of English Language Learners.
- Continue the dialogue regarding student grades reflecting subject mastery and assessment scores.
- Continue the ZAP (Zeros Aren’t Permitted) program and expand to Science and Social Science departments so that all teachers are implementing with fidelity. Standardize teacher expectations for student late work and earned credit.
- Administration and teachers need ongoing training in the Focus on Learning Process and the culture of the school needs to embrace the self-study process. Procedures and processes need to be closely followed by the school and monitored by the district office. Action Plans need to be reviewed and revised annually so that the Critical Areas for Follow-Up left by the previous WASC Visiting Committees are infused and sited within the Action Plans.