School Plan for Student Achievement

South Tahoe High School's Vision and Mission Statements
South Tahoe High School (STHS) has a long tradition of celebrating academics, athletics, and the arts. Students explore career paths in a wide array of Career Technical Education (CTE) courses in state of the art facilities. Students learn, grow and connect to the community of South Lake Tahoe and the natural resources in and around Lake Tahoe. In addition to field trips to colleges, students gain experience outside the Lake Tahoe Basin through journeys together to explore and grow their talents in arts, team sports and career possibilities that provide a glimpse into their futures. The South Lake Tahoe community - students, staff, families and community members, contributed to a shared vision of student-centered learning and identified key qualities we want to develop in our graduates. This collaborative effort led to Viking Vision plans and the Viking Graduate Profile. The intent of Viking Vision is to provide a platform for ongoing community engagement, reflection, and action. 

VISION of Student-Centered Learning Experiences - Students develop a sense of belonging through the discovery and exploration of their unique talents and potential. Our vision is grounded in the nexus between mastery based learning, culturally relevant practices, and trauma informed practices. At STHS, we believe all students can learn at high levels and understand that positive student-staff relationships are very important. In addition, we recognize the need for clearly identified learning outcomes, positive student engagement, and positive interventions to support our expectations for student behavior. We believe in the need to support student wellness as a necessary element in providing the best possible conditions for student learning. Also important, STHS regulary celebrates student characteristics that promote six enduring qualities identified in the Viking Graduate Profile - Critical Thinking, Collaboration, Curiosity, Communication, Character, and Healthy Independence. STHS will be revisiting our vision statement this coming winter.

STUDENT OUTCOMES - Viking Graduate Profile Graduates of South Tahoe High School represent the youth and the future of South Lake Tahoe. Our students reflect the extraordinary nature of the Lake Tahoe region. Our mission is to provide a rich educational experience that prepares South Lake Tahoe's next generation with college and career choices while cultivating essential qualities that will enable them to flourish. The six qualities of the Viking Graduate represent academic, personal and interpersonal skills that each South Tahoe High School student will work to demonstrate by graduation.

STHS is developing measurable outcomes through student and staff reflections on the teaching/learning strategies for each of the characteristics of the Viking Graduate Profile. 

Located high in the Sierra Nevada on the south shore of Lake Tahoe, South Tahoe High School is the four-year comprehensive high school for Lake Tahoe Unified School District. From our 2021-2022 Student Information System, STHS enrollment is 1155 students: White 46.3%; Latinx 44.2%; Filipino 3.6%; and Asian or Multi-ethnic 3.1%. Our English Learner population is 15.8%, our Special Education population is 13.0%, our Socio-Economically disadvantage population is 41.2%, and 37% of STHS parents have a college degree. This data includes all the students in our comprehensive high school, students in online programs, and the Independent Learning Academy located on campus.

South Tahoe High School follows a 4X4 hybrid schedule allowing students choices and flexibility in their high school schedules as well as providing more options aimed at preparing students for college and career. In addition to on-campus classes, STHS offers online programs to increase opportunities for students interested in full-time online instruction or a blend of online and on-campus instruction. To ensure students thrive in school, we offer numerous support programs including English Language Development (ELD), TRiO tutoring support, and Upward Bound academic support. Additionally, the campus is equipped with classroom technology including SMART boards, LCD monitors, document cameras, and high-speed wi-fi and speaker systems creating optimal learning environments for all students. To accompany the classroom technology, every student can check out a Chromebook facilitating 1-to1 computing devices and provide students access to online instructional programs and curriculum. 

South Tahoe High School has a long tradition of celebrating academics, athletics, and the arts. Students explore career paths in a wide array of Career Technical Education (CTE) courses in state of the art facilities. In addition to field trips to colleges, students gain experience outside the Lake Tahoe Basin through journeys together where they explore their talents in arts, team sports, and career paths that provide a glimpse into their futures. Senior Project continues to be a required graduation performance standard and involves a minimum of fifteen out-of-class hours working with a mentor on a self-selected topic, research paper, and oral presentation to a board of community members and faculty. STHS is currently fully accredited through June 2023.

The South Lake Tahoe community - students, staff, families, and community members, contributed to Viking Vision, a plan for student-centered learning and graduate profile of qualities we promote in our graduates. Together, the STHS community has developed a shared vision of student-centered learning and identified qualities we want to instill in our graduates. Our vision is grounded in the nexus between mastery based learning, culturally relevant practices, and trauma informed practices. 

Ongoing barriers to closing the achievement gap are general transitions from middle to high school and overall engagement with learning. The School Site Council has discussed in the past the impact that school culture and attendance can have on this area of need, an area of concern is that the student to teacher ratio can also be a contributing factor noting that while there is an increase in student enrollment, there is a decrease in staffing that creates potential barriers to course offerings. There is consensus that all staff, and in particular counselors, are critical to identifying the needs of students and strategies to address those needs. Other factors contributing to barriers are socioeconomics in the community and parent involvement.

1. The school will continue to improve support structures to help students when they are struggling socially, emotionally, mentally, physically, and academically.

2. The school will continue to focus on programs and events that connect students to the school in a positive way and provide for supportive and meaningful relationships with adults and other students.

3. The school will work to provide meaningful Career Pathways for all South Tahoe High School students; all students will complete at least one CTE course, and all students will develop a 10 -year Plan for life and career.

4. The school will continue to work towards ensuring student to teacher ratios that are both appropriate and supportive of learning environments and increase meaningful adult-student interactions and relationships through an Advisory Period once a week. Scheduling may present a barrier to reducing class size.

5. The school will develop and implement a professional development plan to support the development of a collaborative culture, curriculum implementation, and effective instructional practices.

6. The school is working toward recruiting and retaining staff that more closely reflect the demographics of the student body.

7. Clubs and sports persistently demonstrate disparities in demographics. 

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: 

SPSA LEA goals, action and services align with the 21/22-23/24 Local Control and Accountability Plan goals, actions, and services

It is important that families and schools work together to help students achieve high academic standards. Through a process that includes teachers, families, students and community representatives, the following are agreed-upon roles and responsibilities that we as partners will carry out to support student success in school and in life. 

Staff Pledge : I agree to carry out the following responsibilities to the best of my ability: 

• Teach classes through innovative, interesting, differentiated, and challenging, lessons that promote student achievement toward District and State Standards. 
• Motivate our students to learn. 
• Have high expectations and help every child to develop a love of learning. 
• Provide a warm, safe, and caring learning environment 
• Provide meaningful assignments to reinforce, encourage, and extend learning. 
• Teach the standards, curriculum, and district-wide initiatives with fidelity. 
• Support the formation of partnerships with families and the community. 
• Develop skills in educational technology including: use of SMART Board, Chromebook (Grades 9-12), Illuminate, Aeries, Canvas and online intervention software. 
• Engage students in the STHS Viking Vision and Graduate Profile. 
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Student Pledge : I agree to carry out the following responsibilities to the best of my ability: 

• Attend school 95% of the school year (NO MORE THAN 10 ABSENCES) and will be prepared to learn. Bring necessary materials, completed assignments, and homework. 
• Know and follow school and class rules. 
• Communicate regularly with my parents and teachers about school experiences so that they can help me be successful in school. 
• Limit my TV/computer, device use and video-gaming for entertainment purposes, and instead study or read every day after school 
• Respect the school, classmates, staff and families. 
• Be responsible so as to effectively utilize and maintain my Chromebook (Grades 9-12). 
• Monitor my academic progress and performance. 
• Work towards achieving the STHS Viking Vision and Graduate Profile

 
Family/Parent Pledge : I agree to carry out the following responsibilities to the best of my ability: 

• Ensure that my child attends school 95% of the school year (NO MORE THAN 10 ABSENCES), gets adequate sleep, regular medical attention and proper nutrition 
• Provide a balance between academic and extra-curricular involvement. 
• Provide a quiet time and place for homework and monitor TV viewing. 
• Read to my child or encourage my child to read every day. 
• Participate at school in activities such as school decision-making, volunteering and/or attending parent conferences. 
• Communicate the importance of education and learning to my child 
• Respect the school, staff, students and families. 
• Support education use and care of my child's Chromebook (Grades 9-12). 
• Monitor my child's academic progress and performance 
• Be aware of the STHS Viking Vision and Graduate Profile.

• In the fall and spring of each year, Back to School night will be held to share with parents the school's programs to meet the needs of all students. 
• The school will provide a flexible number of meetings throughout the year to encourage parent involvement. Topics covered during the meetings or through a newsletter may include: 

1. Improving two-way communication between the school and home and home and the school. 
2. Discussing current student assessment data and student progress. 
3. Providing information about school and district resources for student academic improvement. 4. Conferencing with teachers. 
4. Providing training programs to help parents support and work with their children at home and at school. 
5. During parent meetings, parents will have opportunities for the discussion of parental suggestions.
    

South Tahoe High School is committed to: 

• Advocating for students, teachers, staff and parents 
• Valuing cultural traditions, beliefs and diversity, as well as gender identity and a sense of belonging at STHS Providing information and guidance about programs that are available and can benefit from transitional support from middle school to high school up through graduation. Students (and their families) in programs and pathways such as Two-Way Immersion, Career Technical Education, Special Education, A-G college-bound, English Learners, etc. will receive program and pathway guidance, encouragement, and support through guiding documents. School counselors will meet with all individual students each year. 
• Including families in an interactive process when student course schedules are created and providing feedback into the development of the master schedule. 
• Communicating through a school-wide communication system (Parent Square) or parent newsletter is mailed or emailed home informing parents/community of all meetings of interest. For special meetings, targeted language groups receive notices in their language. Every attempt will be made to contact parents in their primary language. 
• Responding to suggestions will be reviewed in a timely fashion, and if possible, by the next scheduled meeting. Topics that are appropriate for School Site Council review/action will be placed on the agenda for the next regularly scheduled meeting. 
• Notifying parents annually of individual student assessment results (CAASPP) and are provided with guidance on interpreting the results. An explanation of the information will be available in Spanish. 
• Translating communications in appropriate languages at any of these forums will be provided. 
• Providing accessibility and opportunities for parents with disabilities and parents of students with disabilities. 

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.  The current make-up of the SSC is as follows: 

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group. 

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following: 

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 
2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. 
3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): 

   
   State Compensatory Education Advisory Committee                                       (Signature)______________________________________________

   X English Learner Advisory Committee                                                               (Signature)______________________________________________

   Special Education Advisory Committee                                                               (Signature)______________________________________________

   Gifted and Talented Education Program Advisory Committee                         (Signature)______________________________________________

   District/School Liaison Team for schools in Program Improvement               (Signature)______________________________________________

   Compensatory Education Advisory Committee                                                   (Signature)______________________________________________

   Departmental Advisory Committee (secondary)                                                 (Signature)______________________________________________

   Other committees established by the school or district (list):                           (Signature)______________________________________________
    

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.
5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 
6. This SPSA was adopted by the SSC at a public meeting on May 26, 2023. 

Attested: 

(Typed name of School Principal)  Justin Zunino                     Date: 10/20/22      (Signature on File)

(Typed name of SSC Chairperson)  Kathy Haven                      Date: 10/20/22      (Signature on File)