The Preuss School UC San Diego ACS WASC/CDE Self-Study Report
The Preuss School UC San Diego
Monday, April 17, 2023 - Wednesday, April 19, 2023
ACS WASC/CDE Focus on Learning Accreditation Manual,
2019 Edited Edition (2020-2021/2021-2022 SY Visits)
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Executive Director’s Welcome Message
Welcome to The Preuss School UC San Diego, home of the Tritons! We are pleased to share the
ongoing work within our Learning Community focused on helping us realize our mission and
vision.
Each year I am deeply moved to see our senior class complete their studies and graduate to the
next chapter of their lives—a college degree and a fulfilling career.
But this year was different. The Class of 2022 faced two years of learning remotely amid a global
pandemic. Their final year marked a return to the classroom but had to contend with masking and
regular testing for COVID-19. Despite the numerous obstacles in their path, our scholars
demonstrated persistence, grit, and tenacity even as the world turned upside down. I am so proud
of our graduates. This year history was made; three scholars were named valedictorian, and
three scholars were named salutatorians—the first time this has ever been achieved in our
school’s history.
On Aug. 8, 2022, we welcomed our scholars back for the 2022-23 school year. We look forward
to launching several new programs to enhance teaching and learning. Through a new partnership
with the Arc Experience, our 6th-grade scholars will have the chance to engage in tutoring,
college exploration, physical education, martial arts, cooking classes, and gardening, as well as
visual and performing arts experiences. We added a position to focus on workforce development
and career exploration. We are in discussions to enhance the college course offerings for our
upper-class scholars through our designation as a UC San Diego department.
We believe that our school has the framework to continue to transform the lives of our 1st
generation of scholars and their families as we prepare them to excel in college and beyond.
Remaining in the cycle of continuous improvement helps us meet the unique challenges
associated with public education and those relating to this pandemic era.
In Service,
Helen V. Griffith
Executive Director
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VISITING COMMITTEE
Representing the
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
and the
CALIFORNIA DEPARTMENT OF EDUCATION
CHAIR
Ms. Wendy Bader
Coordinator - State and Federal Programs
Birmingham Community Charter High School
MEMBERS
Jonathan Tiongco
Lauren Ashley Birnbryer
Miles Henderson
Kevin Kung
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The Preuss School UC San Diego
ADMINISTRATION
Dr. Helen V. Griffith, Executive Director
Dr. Matthew Steitz, Principal
Ms. Danielle Agliam, Vice Principal
Mrs. Karin Marsolais, Chief Administrative Officer
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UNIVERSITY OF CALIFORNIA SAN DIEGO
CHANCELLOR
Pradeep Khosla, Ph.D.
Elizabeth H. Simmons, Ph.D.
Executive Vice Chancellor
BOARD OF DIRECTORS
Mr. Matthew Weil, Chair, Community Member
SAN DIEGO UNIFIED SCHOOL DISTRICT
SUPERINTENDENT
Lamont Jackson Ph.D.
Director, OFFICE OF CHARTER SCHOOLS
Deidre Walsh
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Preface
Our Self-Study report is an opportunity to reset the entire Preuss School Community after withstanding the
COVID pandemic. This is our twenty-fourth year serving middle and high school low-income scholars
who will be the first generation in their families to attend college. Our challenge is to build upon the
success of the first twenty-four years. This is the school’s fourth full accreditation process (2005, 2011,
2017, 2023). As we near our twenty-fifth anniversary, the accreditation process is timely and provides an
opportunity to examine ourselves as comprehensively and honestly as possible. Using the Self-Study
information has helped us broaden and deepen the school’s plan for ongoing improvement and shape its
goals for the future.
Our Self-Study process began shortly after the Midterm Review in 2020. Our first step was to create a
connection between the school’s strategic plan and the school’s LCAP. This effort resulted in The
Foundation For Scholar Transformation (F4ST), The Preuss School UC San Diego’s strategic plan. To
develop the F4ST, staff met in Home Groups (departments) to refocus on the school's mission, vision, and
beliefs. Three focus areas were established, Building a Culture of Community and Collaboration,
High-Quality Teaching and Learning, and Creating a school structure that allows for the development of
scholar-centered systems.
The 2021-2022 school year was a year of transition. Our efforts focused on moving from a remote teaching
environment to an in-person instructional model (Returning to Learn). Returning to Learn was a complete
redesign of the in-person instructional model. Testing scholars for COVID and contract tracing dominated
our work. During this year, our professional development focused on the social and emotional stability of
faculty, staff, and scholars. We began to focus on how we were doing our work. Strength-based,
Continuous Improvement and Restorative Practices were professional development topics in our Home
Groups. Being strength-based reminds us to value what the scholars bring to the equation. Having a
mindset that includes continuous improvement helps us to emphasize resiliency. To empower our scholars
and challenge them to be future forward, we have approached the topics of Equity & Anti-racism in our
professional development. This work pushed the development of The Preuss School UC San Diego Big
Picture graphic. This graphic serves to put all of the pieces of our work into an easy-to-understand
diagram. During this time, we also transitioned the F4ST into a strategic planning software, Cascade.
Cascade enables us to update and track goals, objectives, and projects within all departments of the
organization.
In Spring 2021, we engaged in focused preparation for the Self-Study with an overview of the entire
process and the roles of the Home Groups (departments) and Focus Groups in the five areas of the
Self-Study: organization, curriculum, instruction, assessment, and scholar support. Faculty and classified
staff identified their preference for the Focus Group where they wanted to work. Two co-chairs led each
Focus Group.
In August of 2022, Home Groups reviewed data from The California Assessment of scholar Performance
and Progress (CAASPP), the California Science Test (CAST), Advanced Placement testing (AP), English
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Language Proficiency Assessments for California (ELPAC), and local verified data performance indicators.
After reviewing the data, Home Groups revisited the goals, objectives, and projects. This work included a
review of the Schoolwide scholar Learner Outcomes (SLOs), formerly Expected Schoolwide Learning
Results (ESLRs), and the overall culture of The Preuss School, what we call The Preuss Way. Focus
groups put together their ideas, and data was collected and correlated. The result was the 2022 Preuss Way
document. This document denotes The Preuss Way as one of kindness, excellence, and respect. Under
each of the three words, some sentences describe the desired action. An implementation plan was created
during subsequent professional development time for the immediate rollout.
Focus Groups met in August 2022 through the winter of 2023 to write their portion of the report. Weekly
Staff Development sessions occur on Friday mornings from 8:00 A.M. - 9:45 A.M. (scholars start later at
10:15 instead of the 8:55 start time, Monday through Thursday), which is when the Home Groups and
Focus Groups met on dates specifically set aside for “WASC work” which entailed analysis of various data:
standardized testing, demographic data, scholar support systems in place, modes of communication with
various stakeholder groups, and other kinds of data to inform Focus Groups in writing their portion of the
Self-Study. Critical areas of need emerged from this analysis and led to updating the Schoolwide Action
Plan for the next six years. Faculty and staff worked on finalizing the Schoolwide Action Plan during
February and March 2023.
Each year a parent survey about the school is administered by our Volunteer Coordinator. In September
2022, the Parent Teacher Association met and selected the representatives for the Self-Study Focus Groups.
Incumbent on the Focus Groups was to maintain communication with the parents who could not attend
Friday staff development sessions when Preuss faculty and staff worked on the Self-Study, although this
has been difficult. Parents and community members have busy lives, many holding multiple forms of
employment to support their families, and asking them to forgo their daily obligations for workday
meetings on campus posed a challenge.
During Focus Group meetings in September, faculty and staff came up with names of scholars to ask to
participate in future focus group meetings. In October 2022, the parent newsletter featured information
specific to The Preuss School about its work on the WASC accreditation process. In December 2022, the
Principal, Dr. Matthew Steitz, presented a review and progress report of our WASC Self-Study to parents at
their monthly PTA meeting. PTA Saturdays average about 150 parents in attendance each month, so these
meetings have been a significant and effective way to communicate with parents in person. Lessons were
developed about the WASC Self-Study process for scholars in their University Preparation (UP) classes,
with UP teachers working together per grade level. In February, faculty received a sample Google
slideshow geared toward scholars, prepared by the staff, which could serve as a template for UP teachers in
developing a lesson to help convey what the scholars need to know what their role is in the WASC process,
particularly during the Visiting Committee visit.
In January 2022, the Preuss faculty worked in collaborative groups to develop the Action Plan for Spring
2017 - Spring 2023, emphasizing our Phase II work, Spring 2019- Spring 2023. In March, the Preuss Board
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of Directors will meet to discuss The Preuss School WASC Self-Study and review the Action Plan. The
Board also reviewed the preparations and the proposed agenda for the Visiting Team’s visit in April 2023.
The Preuss School WASC Self-Study will be presented at the March PTA meeting, and parents will be
invited to meet with the Visiting Team on campus on Sunday, April 16, 2023.
Examining the data led to the development of the Action Plan in two phases, 2017 - 2020 and 2020 - 2023.
We are fortunate to have Staff Development mornings every Friday, 8:00 A.M. - 9:45 A.M. (scholars have
a late start on Fridays). Creating The Foundation for Scholar Transformation (our strategic plan) will ensure
that the Action Plan elements become part of our work and are supported by our LCAP. Through the
Cascade software, we will track and follow our successes and struggles in making our plan a reality. This
will ensure that we can carry out and implement our Action Plan.
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TABLE OF CONTENTS
Executive Director’s Welcome……………………………………………………………..2
Visiting Committee…………………………………………………………………...…….3
The Preuss School Administration ……………………....…………………...……………4
University of California and Board of Directors……….…….…….………………………5
San Diego Unified School District…………………………………………………………5
Preface…………………………………………………………....……………………...…6
Chapter I: Progress Report…………………………………………………………..….…10
Chapter II: Scholar/Community Profile and Supporting Data and Findings……..……….18
Chapter III: Self-Study Findings……………………….……………………………...…..38
A: Organization: Vision and Purpose, Governance, Leadership and Staff,
and Resources………………………………………………………………...38
B: Standards-based Scholar Learning: Curriculum…………………………..... 54
C: Standards-based Scholar Learning: Learning and Teaching…………………73
D: Standards-based Scholar Learning: Assessment and Accountability…….….81
E: School Culture and Support for Scholar Personal, Social-Emotional,
and Academic Growth……….……………………………………………….88
Chapter IV: Summary from Analysis of Identified Major Scholar Learner Needs…..….. 95
Chapter V: Schoolwide Action Plan………………………….…………………………..99
Appendices……………….………….…….…………….………………………….……102
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CHAPTER I
Progress Report
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Significant Developments
Over the past seven years, The Preuss School UC San Diego has undergone significant changes in
personnel, leadership, admission policies, facilities, school safety, and transportation. Like every
school nationwide, The Preuss School made many changes to respond to the global pandemic. As
a result, The Preuss School has prioritized the importance of our scholar’s social-emotional
development and the remediation of learning loss.
Changes to The Preuss School
Administration Structure and Team
The Preuss School has changed the structure of the leadership team. In 2019 the position of
Executive Director was added to the organization. Dr. Helen V. Griffith was selected for this
position. In 2021 a new principal was appointed, Dr. Matthew Steitz, and shortly after that, a new
vice principal, Ms. Nelika Fai Watson. More recently, Ms. Nelika Fai Watson was selected to lead
California’s effort to implement the ethnic studies program. This January, Ms. Danielle Agliam
was chosen as vice principal. Ms. Danielle Agliam has been at The Preuss School for the past
sixteen years as an Exercise and Health Science Department member. At the beginning of this
school year, we added the Board Liaison / Scholar Support position, currently Boris Atanassov.
Scholar Supports Team
Since the last visitation, two of the three school counselors are no longer with the school. The
Preuss school added a new school nurse and health technician upon our return to campus in
2021. Ms. Shaoni Bandyopadhyay, a former Preuss Science Teacher, now serves as our College
and Workforce Coordinator. Ms. Vanessa Gomes has moved from the front office to Admission
and Data Coordinator. The Preuss School has converted a part-time Human Resource / Business
Services position into different full-time positions. Ms. Fariba Sedaghat is our Human Resource
Assistant, and Karen Martinez Montero is our Financial Assistant. At the time of this document,
we have two open positions, Clinical Psychologist and Preuss School Family Support Specialist.
Learning Service Center
The Preuss School has rebranded our Special Education Department to our Learning Services
Team. We have repurposed a computer lab in the Library into our Learning Services Center.
Four Educational Specialists and four Instructional Aides work together in this center. To
support our scholars in literacy, we added Dr. Leah Anderson as our Literacy Specialist. Dr.
Anderson has been a teacher in the English Department at Preuss for eight years. For the
2023-2024 school year, we will add a Numeracy Specialist.
Multi-tiered Systems of Support
Upon returning to campus, we formed our multi-tiered systems of support (MTSS) team. The
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team was set up by eliciting volunteers from faculty and staff. The MTSS team met with the San
Diego County Office of Education team. The team began the first part of implementation by
working through the Fidelity of Implementation Tool (FIT) Assessment. The FIT is a
research-based assessment from the University of Kansas SWiFT Center. The vice principal is
leading this effort.
Summary of Progress on Previous Goals and Action Plans
Schoolwide Critical Areas for Follow-up from the 2017 visit affirmed and validated by the visiting
committee during the two-day mid-cycle visit in the spring of 2020.
Goal 1: Address Achievement Gaps in Special Populations: One area identified in the last
WASC Self-Study was recognizing that there are populations of scholars in subgroups that show
unique achievement gaps.
ACTIONS
EVIDENCE AND COMMENTARY
Fall 2017 – Spring 2023
1. Faculty were given time to meet by
grade levels and subject area
specialization to determine
achievement gaps among scholars
based on classroom performance,
testing, observation, and consultation
with University Prep Advisory
teachers.
2. The recent implementation of
Fastbridge (Iluminate) as the school’s
universal screener has given data in
ELA and Math. This data has been
used to identify scholars that need
additional support.
3. Professional development topics have
included presentations on learning
services, scholar services, family
engagement, restorative practices,
school culture and connectedness,
curriculum, and instruction
Fall 2017 – Spring 2023
1. In World Language, one realization
has been that scholars who are native
Spanish Speakers are significantly
outperforming our scholars that are
not native Spanish speakers. Thus
providing an incentive to pilot
intentional grouping to explore
progress toward mastery and beyond.
2. Staff presentations on the first
screening cycle were given during
Friday morning professional
development. Faculty were then
given time in departments to discuss
the data's impacts and determine the
changes needed for instruction. As
departmental goals are adjusted, the
department chair updates the F4ST.
3. Updates to various anchor
documents reflect discussions and
agreements made by the faculty and
staff. Various components in the
Scholar Handbook, goal development
within departments reflected in the
F4ST, and board policies have been
created and updated.
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4. Creating new lines of communication
with learning services teams, Preuss
University Preparatory Advisory,
Attendance Scholar Services, and the
Vice Principal Office with the goal
that all teachers know which scholars
are at-risk in a particular
subgroup/special population, the
steps being taken, and the
benchmarks each scholar should
meet.
5. Aeries features continue to be
expanded: interventions tab, test
data, class grades, and assignment
data made accessible to all who teach
a scholar.
6. Naviance platform used by teachers,
grades 6-12
7. The school moved away from APEX
for credit recovery and selected
Edgenuity as its platform. ex
Expanded summer school to include
year-long licenses.
4. Data is shared in various forums: UP
Advisory teams, faculty/staff
meetings, Instructional Service Team,
Academic Advisory Council, and
parent communications.
5. Aeries' usefulness grows as more data
finds its place in the system. A scholar
dashboard is beginning to be
developed organically.
6. With some of the teacher turnover,
this progress has slowed. As staffing
begins to stabilize, training and
support will be provided.
7. With the switch to Edgenuity,
scholars can complete credit recovery
throughout the year instead of only
summer school.
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Goal 2: Keeping The Preuss School Mission: Maintaining Rigor of the School’s
College Prep Program.
All scholars have a detracked college curriculum, so there is a strong emphasis on preparing
scholars to meet standards (CCSS, NGSS, CCSSM, AP) and to qualify for UC and CSU eligibility,
as well as for eligibility to other public and private universities. Achievement data reveals a need
to expand and support strategies in analysis, problem-solving, and interpretation across the
curriculum in mathematics, ELA, and literacy, including reading and writing.
ACTIONS
EVIDENCE AND COMMENTARY
Fall 2017 – Spring 2023
1. Continued work on vertical articulation
in each discipline, reviewing and
documenting important topics, themes,
skills, and activities in each subject area
to increase cross-curricular planning.
2. Focus on academic rigor in all courses,
including electives and Advanced
Placement courses, which have been
audited and approved by the College
Board, with a continued focus on
literacy and numeracy skills, especially
for academically struggling scholars
(learning loss).
3. Educational Planning resources are
given through Preuss University
Preparatory (Advisory) for each scholar
to track their achievement from grades
6-12.
Fall 2017 – Spring 2023
1. Fostered fluent transfer of concepts and
skills across disciplines so scholars
could make connections and build on
prior learning and new concepts
studied; scholar assignments and
projects reflected cross-curricular
collaboration, especially evident in the
Spring Learning Showcase and Senior
Exhibitions. Returning to staff
development (PD) sessions that reflect
cross-curricular planning and
integration post-WASC.
2. All scholars take a-g courses in high
school. Scholar supports include
courses such as Literacy and Math
Enrichment in school and after-school
tutoring, Saturday Enrichment
Academy (SEA), and mentoring.
CAASPP data, PSAT test given to
grades 7-11, and Fastbridge
assessments in ELA and math given to
scholars. Math courses changed to
Integrated Math instead of discrete
courses in math areas (e.g., algebra).
3. Course syllabus for each class and The
Preuss School Course Descriptions and
Educational Planning resource for
parent and scholar guidance.
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4. Teacher research continues on best
practices to promote scholar
achievement.
4. Examples of PD: Socratic Seminar;
Formative and Summative Assessment;
research articulation across disciplines;
individual and department Plan Do
Study Act goals developed and results
shared.
Goal 3: Provide Wrap-Around Scholar Support. Our WASC Self-Study highlighted a need
to focus on all scholars' social and emotional well-being to ensure they can truly achieve their
academic and personal goals.
ACTIONS
EVIDENCE AND COMMENTARY
Fall 2017 – Spring 2023
1. Collect data on scholar support and
interventions for healthy behaviors and
social and emotional needs.
2. Compassionate Care (formerly
Trauma-informed care) Steering
Committee (ad hoc) established and
regularly scheduled in-service provided
(PD).
3. Preuss University Prep curriculum
revised
4. Training in mindfulness for staff,
scholars, and interested parents
Fall 2017 – Spring 2023
1. California Healthy Kids Survey,
discipline data, household income,
breakfast & lunch counts, number of
school nurse visits, attendance data,
Aeries intervention tab data, Scholar
Service records, Learning Service
records, Preuss University Preparatory
Advisor information.
2. Staff development sessions at least once
every six weeks are devoted to strategies
for applying Compassionate Care. (Staff
lead recently left The Preuss School).
3. UP Advisory curriculum supports
scholars with strategies and resources
for coping with intra- and interpersonal
relationships (e.g., types of abuse,
cyberbullying, good mental health
behaviors (diet, sleep, communication),
etc.
4. Specific strategies and techniques
demonstrated with opportunities to
apply and practice: yoga; breathing and
relaxation techniques (during remote
instruction)
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5. More opportunities are provided for
scholars to enrich their mental health
5. Increase athletics offerings by adding
track and field, beach volleyball, and
esports. Clubs to promote healthy
relationships (NAMI), leadership
(Preuss Peer 2 Peer), the Multicultural
club, and Fine Arts Programs.
Goal 4: Prepare scholars for Each Stage of Transition (elementary to sixth grade,
sixth grade to middle school; middle school to high school; and high school to
college). The Preuss School does an outstanding job focusing on scholars’ academic and
extracurricular and providing different learning opportunities (internships, field trips, college
visits, and other events). Research informs educators that middle school scholars experience
increased academic pressure as they transition to high school and then high school to college. By
providing additional support for scholars as they reach their adolescent developmental
benchmarks, we can increase the fidelity with which they continue to strive and thrive in meeting
their personal and academic goals. The Preuss School will continue to expand existing efforts and
develop programs to prepare scholars for these critical transition points.
ACTIONS
EVIDENCE AND COMMENTARY
1. Outreach efforts were made to various
San Diego communities to invite
scholars and parents to apply to The
Preuss School. The application
process was redesigned to ensure
more significant equity.
2. Academic and social-emotional
supports are in place to help scholars
through each transition stage.
3. Creating opportunities for scholars to
go beyond academic courses has
enriched the scholars’ experience at
each transition stage.
1. The Admissions Coordinator works with
faculty and staff to organize our Open
House event before the start of the school
year. The purpose is to share information
about The Preuss School with interested
community members and potential
scholars. Faculty from each grade level
and content area provides information
about the school’s programs.
2. Diagnostic tests in reading, writing, math,
science, and social studies help gauge
scholars’ preparedness. Faculty and
parent feedback are critical in
determining the level of support.
3. Preuss University Preparatory Advisory
curriculum includes special events to
encourage peer relationships, clubs, and
sports opportunities (e.g., 8
th
graders vs.
faculty kickball game); collaboration
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4. Research needs to be conducted
around a summer bridge to assist in
the transition from middle school to
high school.
5. Preuss has a comprehensive program
to prepare scholars for college choice
and application.
6. All the work of the scholars, faculty,
and staff centers around The mission
of The Preuss School UC San Diego: to
graduate scholars as productive
and influential members of a
global and multicultural society
through developing ethical
leadership and an in-depth
understanding of all disciplines in
preparation for academic
excellence at four-year universities
in pursuit of lifelong learning and
civic leadership.
among faculty for projects; vertical
articulation from stage to the next; and
ongoing communication among faculty
and staff, between the school and parents,
and scholar leaders help scholars “find a
place” among their peers beyond their
academic classes.
4. This project was on hold as transitions on
and off campus during the pandemic took
priority.
5. “I am college bound” is built into the
culture beginning in 6
th
grade. Preuss
alumni speak to scholars as part of
Homecoming activities. scholars and
parents are given financial aid workshops.
Preuss University Preparatory classes
stress career and college options.
Internship opportunities are available on
the UC campus (twelfth-grade wheel) as
well as during the summer for tenth,
eleventh, and twelfth graders; UCSD
tutors work in classrooms assisting with
content and serving as role models of
college scholars; mentors guide scholars
along their academic journey, sixth
through twelfth-grade; scholars sign up
via Naviance to meet and listen to college
recruiters’ presentations; scholars have
numerous scholarship opportunities,
including the UC San Diego Chancellors
scholarship program, Questbridge, Gates
scholarship. Community programs and
scholarships, such as through the Weil
Foundation, Bridge for Kids, and others.
6. Over ninety percent--an average of
ninety-four to ninety-six percent per year
of Preuss School graduates are admitted
to a 4-year university.
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Chapter II: Student/Community Profile and Supporting Data and Findings
General Background and Community History
The Preuss School UC San Diego was founded in 1998 by the University of California San Diego
Chancellor based upon a charter agreement with the San Diego Unified School District (SDUSD).
The Preuss School is a public school offering an untracked college preparatory curriculum for
grades 6-12. The Preuss School opened in the Fall of 1999 with 150 scholars in grades 6-8, adding
a grade level each year until 2003-2004, with the first graduating seniors class. Since then, Preuss
will have graduated twenty-two classes, including the current class of 2023. The school
enrollment for 2023 is 837 scholars, with 100 in the senior class.
The Preuss School is located in La Jolla, California, on the east end of the UC San Diego campus.
UC San Diego has a national and international reputation for focusing on medical, biological, and
oceanographic research. Numerous high-tech offices and labs surround the campus, which
includes the Rady School of Engineering and the Rady School of Pharmacy. The La Jolla
community has long been an affluent, racially homogeneous community. The university adds over
35,000 scholars and much racial and ethnic diversity to the mix, especially in neighborhoods
surrounding the university.
The school thereby helps further the outreach efforts of the University of California and its
commitment to the San Diego community. By building a college-going culture of learning and
serving low-income scholars, the school serves as a model for how best to improve the life choices
of scholars. Chartered as a model school to foster excellence, The Preuss School emphasizes a
traditional liberal arts curriculum, sequenced mathematics, and science curricula, in-class
tutoring, a climate of high expectations and strong academic culture, weekly staff development,
the use of university resources to enhance teaching and learning, and a focus on personalization
of instruction. In 1999, ICLEAR was developed by the founding faculty as a framework for
in-depth study. ICLEAR is a method scholars use to deepen their learning by looking at
assignments and projects through a multi-faceted lens of Inquiry, Collaboration, Evidence,
Application, and Research. This framework continues as a learning lens for Preuss School
classrooms.
Scholars at the Preuss School are ethnically diverse. Scholars live in a range of neighborhoods in
San Diego County. Families of scholars who attend The Preuss School reported twenty-nine
different home languages. The majority of scholars come from communities south of Interstate 8.
Scholars ride multiple modes of transportation to commute from distant neighborhoods in San
Ysidro near the U.S.-Mexican border, Chula Vista and National City in the south, La Mesa and
Spring Valley in the east, and mid-city communities such as City Heights and North Park,
Southeast neighborhoods such as Barrio Logan and Logan Heights, central communities such as
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Clairemont and Linda Vista, and a few scholars commute from North County San Diego
neighborhoods such as Carlsbad and Escondido. In the Spring of 2021, the San Diego
Metropolitan Transit System (MTS) completed an extension of its blue line trolley connecting to
the University of California San Diego. Preuss scholars can now take the trolley into school. A
new program spearheaded by the San Diego Association of Governments (SANDAG) and the
County of San Diego has provided all riders eighteen years and under to ride for free. The future
of this program is currently under review in hopes of renewal.
To ensure that scholars are qualified and admitted to college, The Preuss School is driven by the
following values:
● Mission-driven with a determination to get and keep scholars on track for higher education
through providing a supportive culture.
● Focused on college preparation that teachers strive to make relevant and engaging as
scholars learn content, skills, and application in real-world experiences of the different
academic disciplines.
● Committed to teaching for in-depth understanding and mastery through an intensive,
rigorous, challenging curriculum that differentiated instruction to include remediation,
acceleration, more time on task, benchmarks, and alignment with state academic
standards.
● Teachers examine scholar work and data to inform their decision-making about how best
to teach and serve scholars.
● Active in providing full support for scholars’ academic and social needs through easily
accessible adult support in advisory programs, family and community partnerships,
counseling, and mentoring.
● Engaged, collaborative, and committed to ongoing professional development as teachers
learn, with the primary goal of improving scholar achievement.
● Accountable to ourselves, to each other, and all Preuss stakeholder groups (parents,
scholars, faculty, staff, community, UC educators) through strong governance and fiscal
management, maintaining an openness to generate creative solutions and empower all
stakeholders in appropriate areas of leadership, with all efforts leading to continuous
improvement.
Certain critical elements set The Preuss School apart from traditional public high schools, to
which the Preuss leadership has an unwavering commitment. These elements are a unique hybrid
of research-based best practices that help prepare low-income scholars to be first-time college
attendees. These elements include
● Creating a robust and influential “college-bound culture” at The Preuss School with high
expectations for all scholars.
● A highly-educated, enthusiastic faculty with college majors and expertise in their subject
matter and the courses they teach.
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● Collaborative, weekly professional development is essential to our “learning culture.”
● A rigorous, untracked college-preparatory curriculum strategically designed to fulfill and
exceed the University of California a-g admission requirements.
● A robust academic support network for struggling scholars, including tutoring, mentoring,
counseling, literacy and math enrichment courses, and a bimonthly Saturday Enrichment
Academy (SEA).
● An innovative Preuss University Preparatory (UP) Advisory program and curriculum in
which scholars and their parents are guided and supported by the same teacher from
grades 6 to 12. This strategy and the course design are based upon but modified from the
Advancement Via Individual Determination (AVID) model.
● Monthly Saturday parent meetings (average attendance of 75 parents), regular print and
electronic communication in English and Spanish, such as Parent Square, and in-person
translation in other languages to ensure parent engagement and involvement when
available.
● Longer school days and a more extended school year so that at graduation, Preuss scholars
who enrolled in sixth grade have completed almost an entire extra academic year
● Strong connections with the San Diego community for volunteers, internships, academic
partnerships, and program sponsorships.
Recent Accomplishments: The Preuss School has received many accolades for its efforts toward
helping scholars graduate.
● The Preuss School was named an NASSP 2017 Breakthrough School.
● Recognized for its programs and the achievements of its scholars over its two decades, a
significant recognition within the past three years is that The Preuss School has been
named the #1 High School in San Diego County consistently. This rank continues in 2020
with these additional rankings:
○ #1 High School, California Metro Area
○ #1 High School, San Diego Unified School District (SDUSD)
○ #9 California High School, among 1,612 high schools
○ #17 Charter High School in the U.S.
○ #87 nationally among 17,792 schools
● The ranking was based on these criteria: 100% of seniors took an AP Exam with 85%
receiving a passing score; 96% graduation rate; distinguished reading and math
performance on the California Assessment of scholar Progress and Performance (CAASPP
testing, May 2019)
● Recognized in U.S. News and World Report Best High Schools April 2020
In summary, enrolling more than 830 scholars in grades six through 12 from over 40 diverse
communities, The Preuss School is dedicated to empowering low-income and first-generation
scholars by providing an innovative college-bound culture. Scholars benefit from longer learning
times, which add to nearly an entire extra year throughout their middle and high school careers.
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Courses are strategically designed to fulfill and exceed the University of California admissions
requirements. As a result, over 90% of graduates are accepted to four-year universities (96% in
2019). Almost 100% go on to some form of higher education at esteemed public and private
universities, including all the UC campuses (UCLA, Berkeley, Davis, and others), and many
private schools such as Stanford, Harvard, Yale, Brown, NYU, Swarthmore, as well as smaller
independent colleges. The Preuss School administrators, counselors, and teachers help our
scholars receive financial awards and grants to ensure their access to higher education.
The mission of The Preuss School UC San Diego is…
…to graduate scholars as productive and influential members of a global and multicultural
society, through developing ethical leadership and an in-depth understanding of all disciplines
in preparation for academic excellence at four-year universities in pursuit of lifelong learning
and civic leadership.
Our vision is:
“To transform the lives of students who are from low-income families and traditionally
underrepresented in college, with the goal of qualifying them for university admission as the
first generation in their families to attend four-year colleges or universities.”
School-wide Learner Outcomes (Link to School-wide Learner Outcomes)
Pursuing the Preuss mission has evolved over the school’s twenty-three-year history. Since The
Preuss School has demonstrated success in preparing low-income scholars for university
admission, the mission has broadened to include Preuss scholar success in completing college and
launching them into successful lives and careers. The Preuss School thereby helps further the
outreach efforts of the University of California and its commitment to the San Diego community.
With high levels of academic achievement, robust scholar support systems, an engaged
contributing community of parents and community members, and a dedicated staff and faculty of
educational professionals, The Preuss School continues to fulfill the school’s mission and pursue
the Scholar Learner Outcomes (SLOs), which are statements about what scholars will think,
know, feel or be able to do as a result of their educational experience. SLOs are posted in each
classroom and incorporated into the daily agenda. We are adjusting our SLOs into our Graduate
Profile, as shown in The Preuss Big Picture graphic.
Currently, SLOs are explained and reviewed with scholars to ensure that scholars understand
what is expected of them and are integrated into each subject’s curriculum. These SLOs were
revised during the Mid-Year review of the 2017 WASC Self-Study.
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The Preuss School UC San Diego WASC Accreditation History
In 2017, The Preuss School UC San Diego completed a full self-study visit and identified four
goals to focus on over the next six years. The committee visited and accredited The Preuss School
with a six-year accreditation with a two-day visit in 2020. During the midterm visit, the
committee agreed with the school’s self-study goals and critical areas for follow-up.
The Preuss School UC San Diego Program Data
Program of study
The Preuss School operates on an alternating block schedule for two semesters (see school year
calendar). The Preuss School offers over sixty courses to meet the diverse needs of our scholars.
All Preuss scholars enroll in a rigorous detracked college preparatory A-G program. Various
elective options and support courses are offered as well. A clear pathway to achieve the California
State Seal of Biliteracy is available to all scholars. Elective courses in Pre-Engineering and Design
and Engineering and Design give scholars a beginning and advanced experience in the STEM
field. Similar progressions exist in the visual and performing arts and athletics.
Preuss University Preparatory (UP/Advisory)
Beginning with the school's inception, the UP Advisory classes continue to serve as the glue
for each class that enters. Early in the program, the classes mirrored that of an AVID
(Advancement Via Individual Determination) program. Modules were constructed and put
in place for each grade level. Today the program has taken on a more organic form.
Middle school UP classes focus on school culture, study skills, and high school readiness.
Ninth and tenth-grade UP classes focus on college readiness and transcript development.
The junior and senior classes are classified as EAOP (Early Academic Outreach Program),
an A-G college preparatory elective course that centers on the college application process.
All levels of the Advisory program are anchored in building a relationship between the
advisee and the advisor.
Engineering
The engineering experience at The Preuss School begins with the Pre-engineering and
Design course open to ninth - twelfth-grade scholars. The school's robotics club becomes
an option for all scholars at the ninth-grade level as well. In the past, the school was able
to offer a Lego Robotics program, and this is something that we will work to restart. After
taking the Pre-engineering and Design course, a course in Engineering and Design follows.
Scholars can gain experience with 3D printing, traditional power tools, and CNC
machining. Participation on the Preuss Robotics Team is serving as a capstone.
Music
In the mists of college preparation, we have managed to carve out a space for vocal and
instrument sounds. In support of our scholar's mental health, our music program has
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established itself as an outlet for those inclined. Beginning orchestra, followed by
advanced sections, and capped with Advanced Placement Music Theory is our traditional
pathway. Starting classes in guitar and piano provide a musical outlet for scholars.
Visual Arts
In much of the same way that music has found its way into the rigorous college-readiness
program of The Preuss School, the Art program has provided a framework in which The
Preuss School can express its culture, feelings, and passion. Beginning course in Art and
Drawing progress to Advanced Placement level course and exploration with Advanced
Placement Art History. However, the connection with the University of California
Community and the local professional arts community gives our scholars a unique
opportunity to the life the Arts can provide for those who are driven, passionate, and
talented to venture.
Middle School Wheel
The Middle School Wheel program may have originated by need during the development of
the master schedule. Today the wheel still provides support for the master schedule while
at the same time providing opportunities to seed new programs or focus on grade-level
specific support. These courses are the least structured courses of our offering. Often
these courses rely on the expertise of the faculty assigned. Planning and earlier
development of the master schedule would benefit these courses with time to prepare.
Senior Wheel
In contrast to the Middle School Wheel, the Senior wheel is very structured. The wheel is
divided into three segments, research, service learning, and internship. Each part is
designed to give the seniors an experience they can draw upon for the capstone Senior
Exhibition. The College and Workforce Coordinator works closely with the senior advisors
to arrange internship experiences for the scholars. Due to the pandemic, many experiences
have been relegated to the Preuss campus. We are working to reestablish our connection
with our local community and the University.
Athletics
The Preuss School has worked diligently to maintain and grow the athletic offerings within
our program. The Preuss School has established our Homecoming tradition without
offering the fall flagship program. However, the established traditions and programs
cannot overcome the discrepancy between our athletic facilities and scholars’ local schools.
As our scholars travel from their neighborhood to the University, they will likely pass two
or three public schools with a synthetic turf field and electronic scoreboards. This coming
year we will add boy's and girl's track and field and girl's beach volleyball to our sports
offering. Again, despite our stringent academic demands, our scholars push us to give
them more opportunities to stretch and grow.
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Advanced Placement
The Preuss School only offers a detracked educational program that requires all scholars to
be enrolled in Advanced Placement level courses in the tenth-grade. We are working on
adding an option for ninth-grade computer science in the near future. As we move our
scholars through the advanced placement program, we have yet to analyze the data
collected throughout the years critically. AP test results have yet to be evaluated critically,
only with the expectation of exposing students to the rigorous curriculum. As we have
established The Preuss School as a beacon of excellence, we can now begin to evaluate the
levels of that excellence.
Concurrent Enrollment
Being located on the University of California San Diego campus, we would expect that
scholars could take advantage of courses offered at the University with little issue. Despite
our proximity and other partnership with the university, coursework takes a different path.
The college coursework path is governed by the California Education Code, not by
proximity or partnerships. Once this expectation is readjusted to what every high school in
California is held to, we see that Preuss has a University partnership with one of the
highest-regarded Universities in California but has no collaboration at the junior college
level. A few scholars at The Preuss School have taken courses on the main campus, and an
even smaller number can attend their local community college. Concurrent enrollment is
an area where The Preuss School needs to expand.
Media (Journalism/Yearbook)
Communication within an organization is essential. The Preuss School has two current
courses that generate communication within the school journalism and yearbook. Both
courses work toward a capstone. In journalism, the capstone is the publication of The
Preuss Insider, and for the yearbook course, it is the annual yearbook publication. While
both programs are fully implemented, a void of more current information or pulse is
evident. The administration is exploring the expansion of the current media offering to
include broadcast journalism.
Interventions
The Preuss School UC San Diego receives additional funding from Title I and what was once
termed supplemental concentration funds. In serving the diverse population of scholars, The
Preuss School was founded on the premise that providing support inside and outside the
classroom will be key to achieving the school's mission. Title I funds are used to staff three school
counselors. Additional support has included a family support specialist, a school psychologist,
and a part-time clinical psychologist. In 2021 the school began reshaping these supports
underneath the umbrella of an MTSS (Multi-Tiered System of Support). Working with the San
Diego County Office of Education, the school has completed the Tiered Fidelity Inventory (TFI).
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Recent changes to the administrative team have pushed our MTSS work into the spring of 2023.
The Preuss School’s primary tier 1 program is the Preuss University Preparatory Advisory courses.
Every scholar in the school is assigned and stays with an advisory class and instructor until
graduation. This consistency establishes strong relationships between the scholar, instructor, and
parent/guardian. All interventions utilize this relationship to generate motivation for
improvement.
In addition, during the pandemic, The Preuss School received one-time COVID-related funding.
This funding allowed the school to secure a busing contract for the 2021-2022 school year.
English Learner Program
Over the years, the number of scholars entering The Preuss School needing English Language
services has increased. Scholars requiring language support are placed in mainstream courses
with an additional support class. All instructors at The Preuss School are CLAD certified and
trained. Scholars are identified through our universal screening process, and the scholar’s
advisory instructor becomes the touchpoint to ensure support is provided. Integrated services are
provided in all core courses. Designated services are provided in the Literacy Enrichment
courses. All qualified scholars take the ELPAC assessment each spring. Reclassification is
determined following the California Department of Education’s Reclassification Rainbow. This
fall marked the first reclassification in two years due to remote learning. We will reorganize our
English Learner Program with new supports added to our program in the fall of 2023 (Learning
Services Center, Literacy Specialist, Numeracy Specialist).
In addition, per the state education code, the school has an English Learner Advisory Committee
(ELAC) where parents meet to provide input to the school administration and learn about their
rights as parents of ELs. During the meetings, parents learn about support services offered at
Preuss and the local community. This information allows families to be more proactive in their
student’s progress toward high school success and graduation. Following the two-year gap from
being remote, our first ELAC meeting will be in the Spring of 2023.
Socio-economically Disadvantaged Services
The Preuss School UC San Diego has many socio-economically disadvantaged scholars. Scholars
that meet these criteria receive preference during the lottery for admissions. All scholars at The
Preuss School receive free breakfast and lunch. The school also operates a food pantry
distribution at least once a month. Donations of school supplies are distributed by need through
Preuss University Preparatory classes. Scholars found to need school dress support to receive
vouchers from the school.
Scholar Below Proficiency
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Scholars achieving below proficiency levels are identified early in the school year through specific
course instructors. Scholars receive tutoring after school. A Scholar Support Team (SST) meeting
is scheduled for scholars for whom tutoring is not progressing. The scholar’s counselor,
administrator, Advisory Instructor, other instructors, parent(s)/guardian(s), and scholar come
together to determine the following levels of support. Sometimes schedule changes, one-on-one
tutorials, and Saturday Enrichment Academy assignments may be recommended. As the SST
moves through varied levels of support, discussions with Learning Services Faculty begin. The
Learning Services Faculty guide the process of determining if further testing is needed to
determine appropriate support.
Learning Services
The Preuss School UC San Diego offers a comprehensive program for all scholars, including those
receiving learning services. The Learning Services Center serves over seventy scholars receiving
learning services through an Individualized Educational Plan (IEP). Four educational specialists
are case managers for the scholars with IEPs. Case managers collaborate with scholars, families,
teachers, service providers, and administrators to address all needs. Scholars needing specific
speech and language support, occupational therapy, or adaptive physical education obtain
support via a contracted service through the Learning Services Center. The El Dorado Charter
SELPA provides additional training and services for The Preuss School.
IEPs determine the services scholars need. Four Instructional Aides help support scholars in
meeting instructional minutes through inclusion within core classrooms, small groups, or
individual instruction according to scholar’s IEP determinations. Records are kept to determine
if scholars are receiving services indicated in the IEP.
Demographic Data
Socioeconomic Status
The Preuss School UC San Diego services over forty diverse communities. According to the
California Department of Education, ninety-two percent of the scholars at Preuss qualify for
the Free or Reduced-Price Meal (FRPM) Program. Free lunches were offered to all scholars in
the 2021-2022 academic year per the California Universal Meals Program. This program
ensures that all of our students, regardless of their parent’s income level, are focused on their
social and academic success and not hunger during the school day.
Parent Education Level
The Preuss School's mission focuses on recruiting first-generation college scholars.
Unsurprisingly, most Preuss School UC San Diego scholars' parents and guardians have a high
school education or less. Over the past two years, over eighty percent of our parents reported
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having a high school education or less. Over that same period of time, only one percent reported
having a college education.
Student Enrollment
The Preuss School UC San Diego is a 6-12 public charter school. Our enrollment process includes
the use of a lottery system.
The Charter Schools Act of 1992 states charter schools may adopt student admissions criteria.
The mission of The Preuss School UC San Diego is to provide an intense college preparatory
environment for low-income scholar populations who have been historically underrepresented on
the campuses of the University of California. Achieving this mission is one of the stated purposes
of the Charter Schools Act. (Ed. Code, § 47601(b).) To realize this mission, The Preuss School UC
San Diego will utilize preferences in admissions, as is permitted by the Ed Code (§ 47605(d).)
All completed applications will be entered into the lottery. As part of the application process,
students and their parents or guardians must complete a short application, indicate educational
and income status, and consent to participate in assessments conducted by UC faculty of student
achievement, curriculum and instruction, and other topics relevant to the operations of the
School. To ensure the School does not limit enrollment access for students with disabilities,
academically low-achieving students, English Language learners, homeless students, neglected or
delinquent students, or any other students who choose to apply, all completed applications will be
entered into the lottery in order of preference. As part of the enrollment process, parents or
guardians of admitted students must provide or grant access to records verifying income status.
Moreover, the School will collect academic records and solicit teacher input to assess and place a
student appropriately once enrolled and provide additional support as needed. These records are
not requested or reviewed until after the completed lottery. Failing to provide requested
documents or false information on the application may be grounds for a rescission of admission.
Grade Level Enrollment
This school year, The Preuss School began to accept applications for all grade levels. Extra
applications created waiting lists for each grade. As we have progressed through the school year,
as scholars leave the school, we reach out to scholars on the waiting list. This rolling enrollment
is a new practice for The Preuss School and has posed some challenges. Matching the coursework
of high school scholars has proven to be complicated. Each department will be working with
Scholar Services to devise possible solutions.
Gender and Ethnicity Enrollment
The Preuss School’s lottery process has provided a consistently diverse group of scholars. The
largest demographic group has been Latinx, African Americans, and Asians. Gender enrollment
has remained relatively stable over the years as well.
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Language Proficiency
The number of scholars classified as Limited English Proficient (LEP) has slightly increased over
the past few years. In the 2020-2021 academic year, we began with 79 scholars identified as
English Learners. Because we were entirely remote for the year, we did not administer the
ELPAC exam and therefore did not reclassify any scholars. In the 2021-2022 academic year, we
started with 112 scholars that identified as English. We administered the ELPAC, and 24 scholars
were reclassified based on the CDE (California Department of Education)Reclassification
Rainbow. This year we have 116 English Learners.
By examining our Language Fluency by grade level at the beginning of the year, it allowed our
faculty to see the number of scholars at each grade level that we English Only (EO), Fluent
English Proficient (FEP), Limited English Proficient (LEP), and Reclassified Fluent English
Proficiency (RFEP). Looking at the data, the faculty had a visual showing the number of scholars
that need language support across all grade levels.
We are using ELLevation to track our English Language Learners. ELLevation allows for the easy
creation of teacher forms and the collection and translation of parent notifications. (Click here
for ELLevation Sample)
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Eight State Priorities
Conditions of Learning (Basic and State Standards)
Credentialing Requirements
The Preuss School has a faculty of forty-five fully credentialed teachers. Each teacher is
credentialed in their subject area of competence and meets the highly qualified teachers’
requirements of ESEA.
Staff Description
Over the past three years, the school administration has changed. In 2019, the Executive Director
position was added to the organization, followed by turnover in both the Principal and Vice
Principal positions. In 2021, two counseling positions were turned over; now, the clinical
psychologist, social worker, and volunteer coordinator positions are vacant.
Within the faculty, we have maintained a fairly consistent group. We have increased the use of
interns from the University of California San Diego’s Educational Studies Department. These
interns are qualified to be the teacher of record and have allowed us to reduce class sizes in
Mathematics and English at the middle school level.
Additional Staff Qualifications
The Preuss School faculty and staff are primarily female, with 65.5% identifying as such. It
comprises 57% of the diverse population. Each race and ethnicity category represented by our
scholars has at least one faculty or staff member who also embodies that race or ethnicity.
Scholars with teachers or other school staff who look like them or have similar backgrounds feel
more connected to their school and generally perform better academically.
Twenty-nine faculty and staff members have confirmed to speak at least one additional language
to English, with a substantial percentage speaking at least some conversational Spanish. This
language ability of a segment of our faculty and staff allows those scholars who are English
Learners to feel seen, heard, and safe on campus and in the classroom.
Our faculty includes highly experienced teachers who have been at The Preuss School since its
inception for over 20 years (4.4%) and new and established teachers who are new to the school
(33.3%). Over 30% of our faculty has worked at the school for over ten years. This variety of
experience allows school culture to continue seamlessly as older faculty demonstrate our
traditions, routines, and expectations to new faculty. Our staff is also very highly educated. More
than half of the faculty and staff have a master's degree, and at least an additional nine
credentialed staff members have a doctorate. Teacher quality is the most influential factor that
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determines student success. Our highly qualified teachers are clear examples to our students of
the benefits when there is a desire to learn and succeed.
Professional Development
Faculty and staff are provided professional development throughout the year to improve their
practices. The Preuss School has a late start schedule on Friday mornings, and faculty and staff
come in early to receive one hundred and five minutes of professional development. Agendas for
the professional development calendar are linked below:
● 2020-2021 Professional Development Calendar
● 2021-2022 Professional Development Calendar
● 2022-2023 Professional Development Calendar
During the 2020-2021 school year, a teacher was designated as the school-wide professional
development coordinator. This teacher was given a release period for the work. This teacher
retired, and the end of the school year and the release period sunset. In preparation for the
2021-2022 school year, a group of teachers was assigned a stipend to design the professional
development calendar. The 2022-2023 professional development calendar has been
administratively driven, as the focus has been preparing for our charter authorization and WASC
accreditation. This spring, the plan is to reactivate a professional learning council to advise and
plan professional development for the upcoming year.
Scholar Access and Enrollment
One hundred percent of the scholars at The Preuss School enroll in UC/CSU-approved classes. Of
the one hundred sixteen scholars in the Class of 2022, one hundred and twelve were accepted to
an undergraduate 4-year college or university. Forty-two scholars were admitted to UC San
Diego. The Preuss School has a detracked course pathway. All scholars enroll in advanced
placement courses in their sophomore, junior and senior years. Advanced placement courses
have no prerequisites.
Mathematics Enrollment
With only one “track” of mathematics courses, The Preuss School UC San Diego students must be
placed in the correct math class. Scholars are required to take mathematics every year to ensure
every student surpasses the math requirement of both the CSU and UC systems. A scholar who is
successful in every mathematics class will have the choice of either Calculus or Data Science in
12th grade. Placement decisions are based on data collected from multiple sources, which include:
2nd-semester grade in the current course, final exam grade, diagnostic test score (using the
course-appropriate MDTP diagnostic test), and score on the California Assessment of Student
Performance and Progress (CAASPP) exam (where appropriate).
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Scholar Achievement Outcomes (Pupil Outcomes)
The Preuss School faculty and staff returned to school on August 2, 2022. The following day Dr.
Steitz presented data from the 2021 school year. (The Great Data Dive) This presentation was an
overview of the CAASPP (California Assessment of Student Performance and Progress), CAST
(California Science Test), AP Testing (Advanced Placement), and ELPAC (English Language
Proficiency Assessment for California).
On December 9th, 2022, Dr. Weber (Mathematics Department Chair) and Dr. Anderson (Literacy
Specialist) presented data from our CAASPP Data and our first Fastbridge assessments.
CAASPP -California Assessment of Student Performance and Progress
Due to the pandemic, state-wide CAASPP testing was not held in 2020 or 2021. The most
recently reported data is from 2022 (School Performance Overview - The Preuss School UC San
Diego). Due to the COVID-19 pandemic, state law allows the 2022 Dashboard only to display the
most current year of data (also known as Status). For this year only, performance School
Performance Overview - The Preuss School UC San Diego levels will be reported using one of five
Status levels (ranging from Very High, High, Medium, Low, and Very Low) for state measures.
The report contained the following data:
● Chronic Absenteeism: (Very High Progress) 30.9%
○ This number reflects the school's compliance with UC San Diego's Return to Learn
mandate.
● Suspension Rate: (Medium Progress) 3.2% suspended at least one day
○ Most of The Preuss School’s overall demographics are classified as subgroups of
interest for the state. Therefore, it is no surprise that our suspended students also
fall within this classification. With the improvement of our restorative practices and
the beginning of our MTSS organization, we look forward to seeing the number of
suspensions drop.
● English Learner Progress (Medium Progress) 54.8% making progress toward
English language proficiency
● Graduation Rate: 100% (Very High Progress)
○ The Preuss School is fortunate to have a 6-8 program. This program allows the
school to build the scholars into the high school scholars we need to succeed. With
the addition of rolling enrollment, The Preuss school is looking to keep the number
of scholars in a class at 124. This past year, 2022, we graduated 120 scholars. When
we look at a longitudinal cohort number, we completed 97% of our scholars. This
kind of data will be necessary for the school moving forward.
● English Language Arts: (High Progress) 22.9 points above the standard
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○ Six scholar subgroups were identified; scholars with disabilities and English
Learners were categorized as very low and low, respectively.
■ The restructuring and creation of our Learning Service Center's increased
staffing and support will impact these results.
■ We also understand the increased support needed for our English learner
scholars. Adding both a Literacy and Numeracy Specialists and restructuring
our English Language Development program will begin to impact these
results.
● Mathematics: (Low Progress) 34.6 points below the standard
○ Within the six student subgroups, only our scholars identifying as Asian performed
well. Scholars with disabilities were categorized as very low, and all other
subgroups were classified as low.
■ In response to our scholar's performance, we will add a Numeracy Specialist,
increase the number of Math Enrichment support classes, and lower the class
sizes in the middle school and Integrated I classes.
CAST-California Science Test
The California Science Test (CAST) online assessment is based on the California Next Generation
Science Standards (CA NGSS). All local educational agencies (LEAs) with eligible students in
grades five and eight and high school (grades ten, eleven, or twelve) administer the CAST. The
Preuss School administered the CAST to eighth and twelfth-grade scholars in 2021-2022. This
was the first offering where the school would receive scores. The overall achievement level
descriptors are 1-standards not met, 2-standards nearly met, 3-standards met, and 4-standards
exceeded. The eighth-grade overall average was 2.4, and the twelfth-grade average was 2.2. Each
grade level also receives domain scores for life, physical, and Earth and space science. Each
domain has three levels: achieving below standard, near standard, and above standard. At the
eighth-grade level, over eighty percent of the scholars were below or near standard in all three
domains. Life science was the domain with the most significant number of scholars above the
standard level. The twelfth-grade showed similar results, with over eighty-five percent of the
scholars below or near standards in all three domains and life science being the domain with the
highest number of scholars above the standard level.
These results have impacted our science department. The science team has begun to focus on the
domain areas. The team is diving into its curriculum to determine if each domain receives the
appropriate coverage depth.
AP Testing-Advanced Placement
The Preuss School has a detracked curricular pathway. As a result, the number of scholars taking
the Advanced Placement exams for the core courses remained consistent over the years. Over the
past five years, the number of scholars that received a score of three or better has fluctuated. (AP
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testing 5-year overview) In March 2020, The Preuss school went to a remote learning setting. AP
testing was remote as well. Sixty-seven percent of the Preuss scholars received scores of three or
better. These scores are the highest for the past five years. The following year, 2021, all
instruction and testing were remote. In 2021, only thirty-nine percent of Preuss scholars scored
three or higher, the lowest over the past five years. In 2022 Preuss scholars scoring three or
higher increased by 5% over the last year.
ELPAC-English Language Proficiency Assessment for California
In the 2020-2021 academic year, we began with 79 scholars identified as English Learners.
Because we were entirely remote for the year, we did not administer the ELPAC exam and
therefore did not reclassify any scholars. In the 2021-2022 academic year, we started with 112
scholars that identified as English. We administered the ELPAC, and twenty-nine scholars scored
in the (4 Well Developed) English proficiency range, fifty scholars scored in the (3 Moderately
Developed) English proficiency range, thirty scholars scored in the (2 Somewhat Developed)
English proficiency range, and three scholars scored in the (1 Minimally Developed) English
Proficiency range.
Reclassified was based on the CDE (California Department of Education)Reclassification
Rainbow. After receiving parent and teacher input, looking at CAASPP (California Assessment of
Student Performance and Progress) scores, twenty-four scholars were reclassified in the fall of
2022.
Engagement Indicators (Pupil Engagement)
Chronic Absenteeism Rates
Due to the statewide physical school closures in March 2020 due to the COVID-19 pandemic, the
California Department of Education has determined that the 2019–20 absenteeism data are not
valid and reliable for the 2019–20 academic year.
The 2020-2021 Preuss academic year was entirely remote. Having to be remote was due to the
constraints of UC San Diego's Return to Learn mandate. During this time, The Preuss school had
a chronic absenteeism rate of 2.4%. The absenteeism rate was over ten percent lower than that of
San Diego County and the state. Scholars attending San Diego Unified schools could return to
in-person learning but often had to deal with illness or quarantine.
Scholar absenteeism in 2021-2022, the first school year back on campus after COVID school
closures, increased significantly. While The Preuss School experienced less absenteeism than San
Diego County (2.1% less) and the state (3.8%), the school did increase from pre-pandemic levels
(4.5% in 2018-2019 and 26.2% in 2021-2022).
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Scholar illness and mental health concerns directly related to COVID or COVID-related school
closures are the most likely culprit for the lack of scholar attendance since the fall of 2021. As our
campus opens up for more extracurricular activities and scholars are no longer required to
quarantine when sick, the attendance rates of Preuss Scholars should improve over the next year.
Absenteeism is a concern for The Preuss School moving forward. One of the reasons absenteeism
is concerning is because of The Preuss School’s transportation situation. The passage of Senate
Bill (SB) 328 established new mandatory school day start times for most middle and high schools.
SB 328 caused most schools to start around the same time, limiting the number of buses available
for contracting pick-ups and drop-offs. In the spring of 2021, the San Diego Metropolitan Transit
System completed its blue line connector to UC San Diego. The 2022-2023 academic year is the
first complete year that seventh-grade through twelfth-grade scholars have taken the trolley to
and from school. Sixth-grade scholars are offered The Expanded Learning Opportunities (ELO)
Program for before and after-school enrichment. The ELO program allows them to be bused to
school earlier and picked up later. This complicated transportation situation increases the
likeliness of scholars staying home instead of attending school.
Graduation Rates
The Preuss School UC San Diego prides itself on graduating scholars. The school routinely has a
graduation rate above San Diego County and the state average. Before the pandemic, The Preuss
School graduated ninety-seven of its ninety-eight scholars. In 2019-2020, when the school left for
remote learning in March, The Preuss School had a graduation rate of 97.1%. During the
following year of remote learning, the graduation rate was 100%. Upon returning to campus in
the 2021-2022 academic year, The Preuss School’s graduation rate fell to 93.6%. While the
graduation rate remains above San Diego County and the state, recent changes to the school’s
enrollment procedure could provide a future challenge. The 2022-2023 academic year is the first
year that The Preuss School has accepted scholars in grades ten, eleven, and twelve. 2022-2023 is
also the first year that scholars from the wait lists are added as scholars leave the school. With the
proper support, we intend to lift these scholars to the academic levels needed for Preuss
graduates. In the future years, we expect to graduate over one hundred and twenty scholars
consistently.
Schoolwide Learner Outcomes (SLO) / Graduate Profile Analysis (Pupil Outcomes)
During the fall of 2022, The Preuss School began work on restructuring our Schoolwide Learner
outcomes. During professional development, faculty and staff worked on a jam board to capture
their thoughts about how we could shift our SLOs into a Graduation Profile. Our first attempt has
merely been reorganizing the content (Preuss Graduate Profile). We will be working on this
during the spring semester as well.
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Scholar Learner Outcomes: A Preuss scholar can demonstrate the following outcomes upon
graduation.
SLO #1: scholars will acquire a core of knowledge based on standards to graduate as
knowledgeable, critical thinkers.
Indicator: Scholars can access required and elective courses based on state-adopted standards
and benchmarks and University of California a-g courses.
Progress: 2018-2019 A-G Completion rate was 80%, 2019-2020 88%, 2020-2021 99%, and
2021-2022 92%. The Preuss School’s detracked curricular pathway provides excellent access for
scholars to receive a rigorous A-G curriculum. The numerous supports at Preuss provide the
scholars with the necessary help to succeed in this pathway.
SLO #2: scholars will demonstrate effective communication skills.
Indicator: scholars use oral, written, and technological skills to interpret, analyze and
communicate information effectively using a variety of texts and a variety of media to become
technologically literate.
Progress: Senior scholars must complete the Senior wheel course and the Senior Exhibition. The
Senior wheel comprises three components; Internship, Community Service, and Research. The
exhibition is a forty-minute presentation where the scholar (in business attire) refers to visuals
and demonstrates their experiences through the lens of I CLEAR.
SLO#3: Scholars will make sound choices in diet, exercise, and lifestyle, including behaviors to
strengthen mental health to become healthy balanced individuals.
Indicator: scholar results on the California Healthy Kids Survey (6-8)(9-12) and interviews
conducted with counselors reveal scholars and families benefit from specific information,
practical strategies, and utilizing mental health supports (school psychologists, clinical
psychologists, school counselors, Exercise and Health Science teachers (EHS), UC collaboration,
Healthy Path curriculum, NAMI).
Progress: We are hiring a Family Support Specialist and have posted for our clinical psychologist.
SLO#4: scholars will learn to become global citizens through skills of cooperation, collaboration,
negotiation, managing interpersonal relationships, and embracing diversity in a variety of
settings.
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Indicator: University Prep (UP) Advisory curriculum includes guiding scholars through the
college application process from grades 6-12, decision-making, cyberbullying, online etiquette,
World Language courses (Spanish, Mandarin), social studies curriculum, and English core works,
including multicultural literature). Additionally, the staff has learned about different racial/ethnic
groups, how it informs their academic progress, and the resources and support for undocumented
scholars.
Progress: University Prep (UP) Advisory classes continue to include lessons supporting scholar
development. The administration has supported these lessons by going into the classroom to
present and work with scholars. The Preuss School Multicultural Club has established a campus
presence and helps celebrate various acknowledgments throughout the year.
Student Perception Data (Pupil engagement)
Scholars did not participate in a perception survey for the 2021-2022 school year. The survey
questions were more geared towards returning students to campus. Scholars were asked about
the condition of the computers they had assigned, how they felt about returning to campus,
masking, cleaning classrooms, and busing. Scholars will be participating in a perception survey
this spring. This survey will focus on school climate, programs, and transportation.
Parent Perception Data (Parent engagement)
Parents were asked to complete a school climate survey. Parents were asked to answer questions
about their student’s experiences and their experiences interacting with teachers and
administrators. Two hundred and six parents responded to the survey.
Regarding parent participation, 84.5% of the respondents indicated attending Saturday PTA
meetings and 20% volunteering during school hours.
Regarding Safety and Respect at Preuss, 96.8% strongly agreed or agreed that The Preuss school
is a safe place to learn.
One area of concern was communication. 89.2% strongly agreed or agreed that they routinely
access the Preuss website for news, events, assignments, and opportunities for their scholars, and
only 35.8% responded with strongly agreed. This was the lowest score in the strongly agreed
category.
Another area was that of being aware of the additional services offered. Almost 10% of the
respondents indicated that they disagreed or strongly disagreed.
Communication remains an area of needed growth for the school. Changes have been made
regarding the use of Parent Square software, daily bulletin emails, and updates to the website.
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Implications of the data
● Absenteeism - The Preuss School does have scholars struggling with daily attendance for
various reasons. To support the families and scholars, the school will redesign its
approach to the SART (Student Attendance Review Team) and SARB (Student Attendance
Review Board) process.
● English Language Learner progress - The number of scholars needing ELD (English
Language Development) support has increased over the past five years. While the number
is small, the school needs to be proactive in creating a robust support system for scholars
that need them. Families will need to be supported as well.
● Science - The California Science Test (CAST) results showed that around three scholars in
ten scored overall Met or Exceeded Standards. As we looked into the three domain
standards, Life, Physical, Earth and Space, less than two scholars out of ten scored in the
Above Standard range.
● Mathematics - The math faculty at The Preuss School knows that the learning gaps created
from the scholars' time spent remotely learning are real. 2021-2022 CAASPP (California
Assessment of Student Performance and Progress) Math scores indicated that The Preuss
School is experiencing the same struggles as other schools in the state. Starting in the
2023-2024 academic year, a Numeracy Specialist will oversee the math support for all
scholars.
Major Scholar Learner Needs
Preuss School scholars do not have a short list of needs. Comparing data from pre-pandemic
levels, The Preuss School has decided to address areas of need where outcomes have dropped off.
● Absenteeism
● English Language Learner progress
● Science domain development
● Mathematics
Important Questions
● What impacts has the pandemic had on our organization regarding staffing, positions,
and facilities? Do we still need to make adjustments?
● Does our curriculum still provide what our scholars need to be successful in college?
How do we know?
● How can we change how we teach to address the needs of our scholars, families, and
colleagues? Do our scholars need to learn how to learn again?
● Do our assessments give us the necessary information to accomplish our mission? How
can we hold ourselves accountable for accomplishing our mission?
● What will Preuss 2.0 be? (Culture, supports)
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Chapter III: Self-Study Findings
Category A: Organization: Vision and Purpose, Governance, Leadership,
Staff, and Resources
A1. Vision and Purpose Criterion
The school has a clearly stated vision and mission (purpose) based on its student needs, current educational
research, including equity, diversity, and inclusion, the district Local Control and Accountability Plan (LCAP), and the
belief that all students can achieve at high academic levels. Supported by the governing board and the district LCAP,
the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.
Indicators
A1.1. Vision – Mission – Schoolwide Learner Outcomes – Profile: The school has established a clear, coherent
vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards
and is congruent with research, practices, the student/community profile data, a belief that all students can learn and
be college and career ready, and aligned with district goals for students.
A1.2. Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes: There are effective
processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the
vision, mission, and schoolwide learner outcomes.
A1.3. Understanding of Vision, Mission, Schoolwide Learner Outcomes, District LCAP: Students, parents, and
other stakeholders of the school and business community demonstrate understanding of and commitment to the
vision, mission, the schoolwide learner outcomes, and the district LCAP.
A1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
A1.1.
2019, Consultants met with the staff and modified the
language, and updated our mission and vision.
Our new and former vision and mission
We believe in and prepare our students to be admitted
to four-year universities and be successful.
Preuss continues to provide and support a detracked
curriculum, with only Advanced Placement-level
classes offered for most major content areas in high
school.
The role of the University Prep (Advisory) class is
instrumental in aiding students in the college
application process, which is the fulfillment of the
mission and vision.
We have a 90-100% graduation rate, and we are
the number one ranked school in San Diego for
the 5th time in a row.
Course Description and Educational Planning, a
resource on the school website.
Seniors apply for FAFSA/California Dream Act,
the University of California, and the California
State University as part of the curriculum for
Senior Advisory during their senior year.
Students apply for scholarships as part of the
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Research that backs up what first-generation
low-income students need to thrive and complete
higher education are
1) the ability to pay for college
2) academic preparation for college-level work 3)
knowledge and assistance required to navigate
pathways through college
(Perna, 2006; Perna & Jones 2013)
curriculum as well.
We assist our students with College Application
workshops, Financial Aid workshops, provide
AP classes for ALL our students, and require all
Seniors to complete the Senior Wheel, which
consists of students completing research,
internship, and community service to expand
their networks and skills to be successful for
college.
A1.2.
PTA and Volunteer Coordinator
The Board of Directors
The Executive Vice Chancellor
Teachers in Professional Development
Student Application of SLOs
Stakeholders are regularly involved in the
development and periodic refinement of the vision,
mission, and schoolwide learner outcomes,
specifically through processes such as the discussions
in Parent Teacher Association, School Site Council
review of the SPSA, multiple features of the Board of
Directors of the Preuss School and through teacher
participation in Professional Development.
Monthly PTA meetings
Parents are continuously encouraged to be
involved in the education of their children. These
monthly meetings provide regular updates about
current events and new parent volunteering
opportunities.
Parent Square:
Announcements/Communications
Review the SLOs annually during Professional
Development.
Part of the annual Spring Learning Showcase
involves students applying the ICLEAR
framework to understand two projects they’ve
completed during the school year.
A1.3.
Scholars demonstrate understanding and commitment
to the SLOs by participating in the Spring Learning
Showcase and Senior Exhibition. Parents and other
stakeholders demonstrate understanding of and
commitment to the mission, vision, and SLOs by
supporting our students and attending these events.
The Preuss School can secure charitable donations,
grants, and corporate partnerships. through the
committed effort of the UC San Diego Advancement
Office
Scholars prepare a presentation for the
community demonstrating how they have applied
the SLOs in their learning throughout the year.
Parents & community members volunteer to
come to hear our students’ presentations.
The Board of Directors demonstrates
understanding and commitment to the vision and
the mission of the school through their
participation in committee and board meetings,
additionally supporting the school through
visitations to site events, PTA meetings, and
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Stakeholders of the school and business community
demonstrate understanding of and commitment to the
mission and vision by providing our seniors with
Senior Internships.
contributions to the good governance of the
school, including review and approval of the
LCAP.
The Preuss School has a School Site Council
composed of the principal, teachers, staff,
parents, and students to deliberate and act upon
the needs of the school, including the approval of
the school SPSA.
Our scholars are placed in the community and at
the local university to participate in a Senior
Internship for a trimester of their senior wheel
(examples of internship placements include:
Shiley Eye Center, Clinical Technology @
Jacobs Medical Center, Black Resource Center,
Triton Transfer Hub, Student Veterans Resource
Center, University Communications, Early
Childhood Education Center)
Scholar Participant feedback:
-Junior year supports in Advisory
-Teachers provide guidance on college options
and feedback on college applications
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A2. Governance Criterion
The governing board (a) has policies and bylaws and the school’s purpose is aligned with them to support the
achievement of the schoolwide learner outcomes, academic standards, and college- and career-readiness standards
based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the
professional staff; and (c) monitors results regularly and approves the single schoolwide action plan/SPSA and its
relationship to the Local Control and Accountability Plan (LCAP).
Indicators
A2.1. Understanding the Role of the Governing Board and District Administration: The school community
understands the governing authority’s role, including how stakeholders can be involved.
A2.2. Relationship between Governing Board and School: The school’s stakeholders understand the relationship
between the governing board’s decisions, expectations, and initiatives that guide the work of the school.
A2.3. Uniform Complaint Procedures: The school leadership understands and utilizes the Uniform Complaint
Procedures from the district.
A2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
A2.1 We know that the board meetings meet regularly and
are public record, but it is unclear how stakeholders can be
involved other than to attend and listen in.
The Bylaws of the Board of Directors codify
parent/guardian and faculty involvement. Furthermore,
direct student involvement is being developed.
A2.2 *We are unclear on how the governing board’s
decisions guide our school. The role of our governing
board has changed over time. Our board used to have a
more direct decision-making role in our school. They now
seem to have more of an advisory role. We are unsure of
what directed this change. The EVC of UCSD has a much
stronger presence/influence in the governing of our school.
The Board of Directors undergoes training during a yearly
Summer Orientation and Retreat, being provided with a
Director's Handbook.
A Board Liaison position has been created, and staff to,
impart, assist in improving the school community’s
understanding of the Board of Directors’ role.
A2.3 Complaint Process
The Preuss School Board of Directors approved and
enacted the school’sUniform Complaint Procedure
(approved 10.10.2022), posted on the school’s website.
The Board of Directors meets on a regular
schedule posted on the school's website
and is updated regularly should
circumstances arise. Agendas are posted
ten days in advance and include directions
for public comment.
The PTA President is an ex officio of the
Board of Directors, representing parents
with a voice at meetings. Likewise, there
is a teacher representative with explicit
speaking, seating, and access to
non-confidential materials of the board.
A Bylaw amendment for the introduction
of a student representative is in
development.
Directors Handbook 2023
The structure of our administration
changed. New positions, such as the
Executive Director, have been added to
our administration team.
Organizational Chart
The posting location of the Uniform
Complaint Procedure
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A3. Leadership: Data-Informed Decision-Making and Continuous School Improvement
Criterion
Based on multiple sources of data, the school leadership, parent/community, and staff make decisions and initiate
activities that focus on all students achieving the schoolwide learner outcomes, academic standards, and college-
and career-readiness standards. The school leadership and staff annually monitor and refine the schoolwide action
plan/SPSA and make recommendations to modify the LCAP as needed.
Indicators
A3.1. Broad-Based, Inclusive, and Collaborative: The school’s broad-based, inclusive, collaborative planning
process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively
determines and implements strategies and actions and c) monitors results and impact on student success.
A3.2. School Action Plan/SPSA Correlated to Student Learning: The school’s schoolwide action plan/SPSA is
directly correlated to and driven by the analysis of student achievement data and other data and aligned with district
LCAP.
A3.3. Collective Accountability to Support Learning: The school leadership and staff demonstrate shared
decision-making, responsibility, and self-reflection on actions and accountability for implementing practices,
programs, actions, and services that support student learning.
A3.4. Internal Communication and Planning: The school has effective existing structures for internal
communication, planning, and resolving differences.
A3. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
A.3.1 Math diagnostic exams, Spanish placement exam,
i-ready, and Fast Bridge to evaluate literacy levels.
Math teachers and Math enrichment teachers collaborate in
evaluating which scholar should enter the support class and
which can work without the support of the class.
A3.2
Moving forward in Spanish, benchmarks will be created and
implemented to assist in determining placement in the
program.
In an effort to avoid using data from lagging measures
Scholars are placed in Spanish classes
according to their diagnostic results.
Students are placed in a Math
enrichment course based on Math
diagnostic following the Math
Placement Policy.
Scholar feedback:
-Diagnostic testing was better
understood at an older age than when
she was younger. It has more meaning
when college is near.
The literacy specialist position was
created to support scholars in reading
and writing.
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(CAASPP, AP exams, ELPAC) and have immediate,
informative data. The Science Department will create and
implement benchmarks for collaboration across the
department and grade levels.
The Preuss School’s SPSA, “Foundation for Scholar
Transformation Plan,” is a data-driven online project plan with
developing benchmarks to inform departmental focus and
keep the school moving towards its LCAP goals. The SPSA is
reviewed and approved by the School Site Council and
directly aligns with the LCAP.
A3.3
IST (School leadership, Department Chairs) meet monthly to
discuss decisions.
Every Friday, all faculty participate in Professional
Development, which often includes problem-solving,
discussion of school issues, and decision making
The Board of Directors and Academic Advisory Committee
advise and review the implementation of practices, programs,
and policies that support scholar learning. Membership in this
committee includes Board members, school leadership, staff,
Preuss faculty, and community member, including professors
from UC San Diego’s Department of Education Studies.
A3.4
Staff communicates, plans, and makes decisions through email
& Microsoft teams.
Weekly professional development meetings & monthly
all-staff meetings help teachers & staff communicate, plan and
discuss issues.
IST is a group of teacher leaders that meets monthly to create
policies and review issues on campus.
Admin meets weekly to approve events and plan & discuss
solutions & issues.
Departments meet monthly by content & grade level to
communicate about curriculum, events, scholars, and grading.
Admin meets with the Union reps to resolve differences or
review agreed-upon policies.
Staff can access resources at UC San Diego to resolve
differences.
Scholar feedback:
-Recognizes the support staff in her
classes are available for extra support
The SPSA of the Preuss School UC San
Diego is developed, tracked, and
communicated through innovative
strategy software Cascade.
Professional Development
calendar/agenda
F4ST (Foundation for Scholar
Transformation - strategic plan)
objectives created for Science
benchmarks
Monthly IST meeting minutes
Staff meetings
Professional development
Admin meetings
Monthly Dept. Meetings
Communication with the Union reps
Departments at UCSD (Ombuds,
Whistleblower, Office of Harassment)
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A4. Staff: Qualified and Professional Development Criterion
Qualified staff and leadership facilitate achievement of the student academic standards and the schoolwide learner
outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic
approach to continuous improvement through professional development based on student performance data, student
needs, and research.
Indicators
A4.1. Qualifications and Preparation of Staff: The school has confidence in district and school procedures to
ensure that leadership and staff are qualified based on staff background, training, and preparation. The processes to
assign staff members and provide appropriate orientation for all assignments maximizes the expertise of the staff
members in relation to impact on quality student learning.
A4.2. Professional Development and Learning: The school effectively supports professional development/learning
with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and
career-readiness standards, and the schoolwide learner outcomes.
A4.3. Measurable Effect of Professional Development on Student Learning: There are effective processes in
place to assess the measurable effect of professional development on teacher practice and the impact it has on
student performance.
A4.4. Supervision and Evaluation: The school implements effective supervision and evaluation procedures in order
to promote professional growth of staff.
A4.5. Communication and Understanding of School Policies and Procedures: The school implements a clear
system to communicate administrator and faculty written policies, procedures, and handbooks that define
responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.
A4. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
A4.1 All Faculty members are credentialed in their teaching
subjects. We participate in weekly professional
development and monthly department meetings, and
grade-level meetings. Faculty and staff are encouraged to
participate in outside organizations and attend
conferences/classes to improve teaching.
Faculty members also serve as cooperating/master teachers
to student teachers.
Preuss regularly takes interns from UCSD to teach classes.
Professional development calendar &
monthly meeting calendar
Educator Effectiveness Fund - Grant
money
MOU with UCSD EDS (Educations
Studies)
A4.2
Preuss administration and faculty review scholar test data to
promote continuing conversations about appropriate
curriculum and any unidentified needs impacting scholar
achievement.
Prior to the start of the 2022-2023 school
year, all admin, faculty, and staff had a
week of professional development.
During this time, scholar scores for
CAASPP, CAST, and AP tests were
discussed. This prompted a conversation
about AP Class offerings, dual college
enrollment, and the reality of long-lasting
literacy challenges for English Learners,
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even those reclassified as English
proficient.
Scholar feedback:
-recommends some teachers get more
empathy & anger management training
-doesn’t like the loud blow horns and
outdoor microphones (Admin and campus
supervisors)
A4.3
We have had professional development with the goal of
improving teachers' practices and scholars' performance, but
it is unclear if there are processes in place to measure and
assess the effectiveness.
Examples of PD in the last few years:
-Restorative practices training
-Department meetings: sharing of best
practices
-Trauma-informed care
-Scholar alumni panel to discuss their
experiences at Preuss
A4.4 Administration formally and frequently informally
visit classrooms while teaching is in session.
All faculty are formally observed at least
once per year, and faculty with fewer than
six years of service are formally observed
at least twice yearly. (available upon
request)
A4.5 We have a staff handbook, scholar handbook, and
communication for parents through ParentSquare. The first
week of school is focused on staff training for school
policies and procedures, including online training (cyber
safety, sexual harassment, bloodborne pathogens, child
abuse reporting, cash handling, driver training, active
shooter training, My Research Safety, and CPR)
Employee Handbook
Scholar Handbook
Link to Blink UCSD - (Personal menu) -
(My Trainings)
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A5. Resources Criterion
The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in
accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the schoolwide
learner outcomes, academic standards, and college- and career-readiness standards.
Indicators
A5.1. Resource Allocation Decisions: The school leadership and staff are involved in the resource allocation
decisions. There is a relationship between the decisions about resource allocations, the district’s LCAP and the
school schoolwide action plan/SPSA, the school’s vision, mission, the schoolwide learner outcomes, major student
learner needs, academic standards, and college- and career-readiness standards.
A5.2. Practices: There are district processes and practices in place for developing an annual budget, conducting an
annual audit, and at all times conducting quality business and accounting practices.
A5.3. Facilities Conducive to Learning: The school’s facilities are safe, functional, well-maintained, and adequate
to meet the students’ learning needs and support the educational program (i.e., accomplish the vision, mission, and
the schoolwide learner outcomes).
A5.4. Instructional Materials and Equipment: The policies and procedures for acquiring and maintaining adequate
instructional materials and equipment, such as textbooks, other printed materials, instructional technology,
manipulatives, and laboratory materials are effective.
A5.5. Resources for Personnel: Resources are available and used to enable the hiring, nurturing, and ongoing
professional development of a well-qualified personnel for all programs.
A5. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
A5.1
Measure YY: Faculty and staff were invited to work in
departments to brainstorm the furniture and supply needs that
would best meet the versatility required of our curriculum.
Departments identified goals that would be included in LCAP
for resource allocation. Goals and objectives outlined in
CASCADE (F4ST - Foundation for Scholar Transformation).
Our volunteer coordinator sends out a poll to teachers about
their needs in their classrooms, which tutors or interns can
meet. She then places volunteers in classes to assist scholars
with learning and assist the teacher with tasks.
Our spaces around campus have been modified to reallocate
the locations of our staff. Our Scholar Services team is now all
together, and our Learning Specialists are now all together.
Each department created a presentation
explaining our furniture needs and
shared it with site leadership.
The counselors sent out a curriculum
for social-emotional learning for
teachers to preview.
UP/Dept. Chair Release day substitutes
Scholar feedback:
-She recognizes these people in her
classroom and appreciates their help
New furniture, computer lab remodel,
mail room remodeled, fab lab
installation
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A5.2 Practices: There are district processes and practices in
place for developing an annual budget, conducting an annual
audit, and at all times conducting quality business and
accounting practices.
A5.3
The school has adequate facilities to meet its vision, mission,
and schoolwide learner outcomes. The Campus has 33 scholar
classrooms, each able to accommodate 35-40 students. The
campus also has a school library, resource rooms, large and
small conference rooms, bathrooms in each building, an
athletic field and gym facility (the Walton Center), and a
scholar eating area (including tables, umbrellas, solar trash
cans, and hydration stations). The school’s facilities include a
bus drop off/pick up area, a teacher workroom, a nurse’s office,
and work rooms and offices for classified staff.
Areas of need include renovation of the fitness center, locker
rooms (no AC, hidden areas make supervision difficult),
trolley, and campus supervision needed. There is also a desire
for a Scholar Services/Wellness Center, a Visual and
Performing Arts Center, and more solar panels over the
parking area.
A5.4 Areas of improvement: The UC process for acquiring
materials and supplies has become more difficult in the past
few years. Making requests and getting reimbursements
requires long wait times and multiple follow-ups.
A5.5 Areas for improvement: The hiring process is long, thus
leaving vacancies open for long periods of time, which impacts
students and learning. New staff needs more training and
guidance before and during the school year. Most recently,
fewer candidates are applying for onsite positions, and more
offers have been declined.
Scholar Feedback: More bathrooms,
sometimes the bathrooms are
questionable, and students are doing
questionable things. Would like a
bigger locker room. She likes the
campus and feels safe here. “I like that
it is a small campus and that
classrooms are sectioned by grade
level.” A student feels like she has
adequate technology, and Daryl is
helpful with fixing laptops if needed.
Classrooms have adequate supplies.
The art classroom is really small and
should be upgraded. As a cheerleader,
she would appreciate a gym (Ms.
Bandy drives the cheerleaders to a gym
so that they can practice safely).
Walton Center is a little small.
Sometimes the stage of the WC is a
closet, so it is small for practicing
cheer with drama supplies and pianos,
and drapes. Gum is a problem at school
and sticks to pants when students stick
it under tables. Middle school classes
smell…
Feedback on furniture: Some tables are
falling apart, and students don’t treat
them well. Doesn’t mind sharing table
space and likes it when tables are
grouped instead of in rows. Dr.
Ensberg’s tables are really small.
Purchasing
process:https://blink.ucsd.edu/buy-pay/
ways/oracle-procurement/index.html
Hiring process link:
https://blink.ucsd.edu/HR/employment/
jobs/index.html
https://blink.ucsd.edu/HR/employment/
hiring/index.html
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Onboarding checklist:
https://blink.ucsd.edu/sponsor/ra-traini
ng-resources/checklists/onboarding.ht
ml
A6. Resources Criterion [Charter Schools only]
The governing authority and the school leadership execute responsible resource planning for the future. The school
has developed policies, procedures, and internal controls for managing the financial operations that meet state laws,
generally accepted practices, and ethical standards. The school is fiscally solvent and uses sound and ethical
accounting practices (budgeting/monitoring, internal controls, audits, fiscal health, and reporting).
Indicators
A6.1. Long-range Financial (and Other Resources) Plan and Stakeholder Involvement: The school regularly
involves stakeholders in the review of its long-range plan/capital needs (and other resources) in relation to the
school’s vision, mission, and schoolwide learner outcomes. Decisions about resource allocation are directly related to
the school’s vision, mission, and schoolwide learner outcomes.
A6.2. Regular Accounting and External Audit Procedures: The school has written policy that defines internal
controls, contracts, regular accounting, and external audit procedures.
A6.3. Processes for Implementation of Financial Practices: The school employs accountability measures to
assure that personnel follow fiscal policies and procedures.
A6.4. Budgeting Process — Transparency: The school develops and monitors its annual budgeting process to
ensure transparency and stakeholder involvement.
A6.5. Adequate Compensation, Staffing, Reserves: The school governing body provides adequate compensation
to faculty, administrators, and staff; adequate staffing for the school’s program; and reasonable accumulation of
reserves.
A6.6. Marketing Strategies: The school has marketing strategies to support the implementation of the
developmental program, including research and information to help develop future planning.
A6.7. Informing the Public and Appropriate Authorities: The governing authorities and school leaders inform the
public and appropriate governmental authorities about the financial needs of the organization.
A6. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
A6.1
The Finance and Budget Subcommittee of the board
analyzes the annual operating budgets proposed by the
CAO and makes recommendations to the Board
concerning amendment or approval. In addition, it
reviews the annual financial audit and advises the Board
of significant compliance or risk issues identified in the
audit process. It also advises the CAO on the
implementation of appropriate internal controls or
systems to resolve those issues and, most importantly,
ensures that funding follows the goals identified in the
School’s LCAP via several stakeholder meetings (PTA,
Finance & Budget committee
recommendations at full Board meetings
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School Site Council, Academic Advisory, Advisory
Board).
Future planning takes place at the following meetings:
Weekly Admin meetings which include teacher and
counselor representation; monthly open Board meetings,
which include teachers, staff, parent, development, and
community representation, monthly IST meetings to
allow department chairs to focus on a streamlined
approach to the school’s academic goals, monthly
faculty and departmental meetings, Finance meetings,
and monthly PTA meetings. Annual surveys include a
Scholar Survey, Parent Survey, (All) Staff Satisfaction
Survey, and a Technology Survey to ensure that we are
meeting established needs, becoming aware of any new
ones, and keeping up-to-date with advancements that
can assist all stakeholders.
Preuss transitioned to utilizing the trolley for
transportation for high school now that the station across
the street is open. This was part of Preuss’s long-range
plan. The District has been unable to provide busing to
meet the school's schedule; only sixth graders are
offered busing because they have access to before and
after-school programming that aligns with the
availability of buses.
A6.2
The Preuss School UCSD supplies its internal controls
narrative to the District, the Board, and a state-approved
charter school audit firm each year to demonstrate that it
has effective processes for;
Providing appropriate checks and balances via
separation of duties: responsibilities are divided between
staff, so no one individual controls all aspects of a
transaction;
Establishing authorization and approvals so that only a
person with delegated authority approves or authorizes
transactions;
Ensuring priority issues are identified and addressed;
Reducing and preventing errors in a cost-effective
manner;
Securing assets: Equipment, cash, inventory, and
resources are kept safe and secure; and
Providing review and reconciliation to regularly
examine transaction records against official university
Scholars take the trolley to and from school
daily.
Scholar Feedback on transportation: The
trolley is terrible, it is unsafe. She feels bad
for the younger students who have to take it.
Commented that a man had a gun on the
trolley and was arrested in front of her. She
wishes we had the buses. She can get home
around 6:30 pm if she goes to after-school
activities. The earliest she gets home is 5:20
on the bus. She could get home at 5 pm, and
if she stayed for after-school activities, she
could be home by 6 pm. If public
transportation is unreliable, she has to walk
20 minutes to the trolley and then gets tardy.
Lots of altercations on the trolley, and it is
scary when it is dark. She finds it unhelpful
to call for MTS help in front of someone
acting out. She has to strategically think out
where to sit on the trolley to feel safe.
Preuss Instructor Salary Schedule
Preuss maintains an operational reserve of
approximately 25% as recommended by
several county and state administrative
oversight agencies.
Preuss Gala - Lori Gremel
Director of Development
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records to verify the accuracy, appropriateness, and
proper compliance.
The Preuss School UCSD abides by the policies and
procedures set forth by the University of California San
Diego. These controls govern critical fiscal areas,
including 1. Cash; 2. Purchasing; 3. Payroll; 4.
Equipment Management 5. Information Systems; 6.
Honorariums; 7. Travel; 8. Entertainment.
The Preuss School contracts with an approved Charter
School audit firm to submit an annual financial report to
CDE by December 15th of each year. The current
contract is with Christy White.
The Budget, First Interim Report, Second Interim
Report, and Unaudited Actuals are all due annually to
both the District and the Auditor.
Each spring, the District and firm visit the school to
carefully review attendance records, immunization,
mode of instruction,
independent study records, board documents, any
litigation, student, and staff handbooks, salary schedules,
and fiscal policies and procedures.
In the fall, there is a comprehensive review by the
external auditor of the financial statements, including
details of contracts, payroll, and a special review of
student activities. Board
members are interviewed, individual receipts are
requested, and balances are confirmed. The firm
prepares a draft for the administration’s
review and sends a full report to the State after board
approval. Once the State has reviewed and approved, the
School may pay the audit firm.
A6.3
UC San Diego has converted to Oracle Financial Cloud
and continues to develop/enhance a new Payment Works
procurement system and a new Concur credit card/travel
card system.
Preuss purchases are proposed through a form signed by
the dept chair, supervisor, and by executive director.
Procurement involves routing through campus for
approvals; vendors must be approved for business with
UCSD before invoicing and payment. Approvals
incorporate automatic routing and tracking for full
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control and accountability. All expenses are approved,
monitored, and reconciled by the Preuss financial
analyst, the CAO, and General Accounting; all entries
are logged into the UCSD campus ledgers.
Revenues: K-12 revenues are journaled from the County
Auditor website into OFC to match the District’s
cash-in-treasury balance and subsequently wired to
campus; gift revenues are
accepted by Advancement and tracked in the
Foundation’s software platform before being transferred
to UCSD campus ledgers. Cash revenues are deposited
with the UCSD Cashier’s Office and tracked in the
UCSD ledger.
A6.4
Each winter, the Finance and Budget Committee begins
to prepare a draft budget and proposes it to the board for
final approval in June. Finance considers all aspects of
revenue (federal, state, local, and gifts) and expense
(certificated
salaries, classified salaries, benefits, instructional
materials, and operating costs), making adjustments as
required (revenue flow) and requested (expense flow).
The Chancellor requires a balanced budget each year,
meaning proposed expenses for the year should not
exceed expected revenue.
Implementing a new platform (Oracle) has created
barriers to acquiring information.
A6.5
In order to navigate times of volatile revenue,
Finance has set aside a 25 percent operational reserve, as
recommended by several school
administration agencies.
Because of the efforts of the teachers’ union and after
lengthy negotiations, Preuss now offers a more
competitive salary schedule that is in keeping with
SDUSD and the schools surrounding our location.
A6.6
All Preuss staff is now classified into system-wide
positions with established salary scales/ranges (with
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represented staff under contracts bargained by six
different unions.)
A6.7 Preuss has an annual formal fundraising event
each spring.
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ACS WASC Category A. Organization: Vision and Purpose,
Governance, Leadership, Staff, and Resources:
Synthesize Strengths, and Growth Needs
Prioritize and list the strengths and growth areas for the criteria and indicators in Category A.*
Areas of Strength
1. Strong PTA, developing School Site Council, new board liaison position
2. Strong reputation for Preuss that is known throughout the county. Stakeholders understand that
Preuss is unique and different.
3. Access to technology, funding and time for weekly Professional Development, resources (like
teachers pay teachers, IXL, Albert.io, etc.), Educator Effectiveness fund
4. Best custodians in the world, great landscapers, a safe school, a full-time nurse & nurse assistant,
family support specialists, and librarians.
Areas of Growth
1. Clearer communication with stakeholders about the working roles of our leadership, administration,
and governing board of directors.
2. Making the mission and vision clearer for applicants, incoming students, and the surrounding
community (i.e., UCSD).
3. We need more clear Professional Development goals for the year. A scope and sequence of learning
would be beneficial.
4. Need more space (rooms for every teacher), bigger facilities, consistent and safe transportation
options, more versatile & comfortable classroom furniture, a more efficient supply order process,
and more transparency about available department budgets and which staff to contact about
finances.
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Chapter III: Self-Study Findings
Category B: Curriculum
B1. Rigorous and Relevant Standards-Based Curriculum Criterion
All scholars participate in a rigorous, relevant, and coherent standards-based curriculum that supports the
achievement of the schoolwide learner outcomes, academic standards, and the college- and career-readiness
standards in order to meet graduation requirements.
Indicators
B1.1. Current Educational Research and Thinking: The school provides an effective, rigorous, relevant and
coherent curriculum based on current educational research and thinking that supports the academic standards.
B1.2. Academic and College- and Career-Readiness Standards: The school has defined academic standards and
college- and career-readiness indicators or standards for each subject area, course, and/or program that meet or
exceed graduation requirements.
B1.3. Congruence with scholar Learner Outcomes and Standards: There is congruence between the actual
concepts and skills taught, the schoolwide learner outcomes, academic standards, and the college- and
career-readiness indicators or standards.
B1.4. Integration Among Disciplines: There is integration and alignment among academic and career technical
disciplines at the school.
B1.5. Community Resources and Articulation and Follow-up Studies: The school engages with community
partners and resources, articulates regularly with feeder schools, local colleges and universities, and technical
schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular
program.
B1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
B1.1. Current Educational Research and
Thinking
English: The 6-10th grade English curriculum
follows the CCSS (Common Core State Standards)
ELA (English Language Arts) standards. 11th and
12th grades follow CCSS ELA in addition to
College Board standards for Advanced Placement
courses. The department stays current with
pedagogical research in the subject discipline and
research in grading/assessing scholar achievement.
Mathematics: All math courses follow the CCSSM.
Courses have increased focus on inquiry and
application, aligned with CCSSM and current math
pedagogy. We have switched from AP Stats to Data
Science to increase relevance and improve focus on
coding/uses of data.
ENGLISH–Course syllabi; APSI; Department
readings; Dept goal setting and data gathering;
Tech training; CATE (California Teachers of
English Conference presentations; I-Ready reading
assessments (phasing out); Fast Bridge reading
assessment (implemented in fall of 2022)
MATH–Departmental readings/training/PD;
syllabi; course offerings; inquiry activities
(Precalculus logarithms; Precalculus rational
functions; CM1 Dividing Fractions; CM1 Distance
in the Coordinate Plane; CM1 Simplifying
Expressions; projects (IM3 My Data, IM3 Car
Project, IM3 Desmos Art, CM1 Statistics Project,
CM1 Timeline Project, CM1 Quarter-Sized Me);
Dept. curricular review of scope and sequence;
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World Languages: The World Languages
Department follows the California State Standards
and the National Common Core Standards for
grades 7-12. The curriculum uses the ACTFL
(American Council on the Teaching of Foreign
Languages) standards and aligns with the six Global
AP Themes to guide instruction for levels 1, 2, and
3. For the upper levels (i.e., Spanish IV, Spanish AP
Lang. and Spanish AP Lit), the College Board
standards are also followed.
Social Studies: The Social Studies Department
follows California State Standards and Common
Core Standards for Grades 6-12 Literacy in
History/Social Science, as well as College Board
standards for Advanced Placement courses in grades
10 through 12. Teachers stay up to date with current
research and teaching practices in History/Social
Studies as well as for specific courses such as AP.
Piloting Advanced Placement African American
History
Science: The science department stays up-to-date on
current educational research and thinking.
Learning Services: All academic IEP goals are
linked to the Common Core Standards. Within the
IEP transition page, a detailed list of academic
courses the scholar is required to meet to graduate is
listed.
UCSD math diagnostic results when we receive
them) shows kids are placed in Precalculus, and
above
WORLD LANGUAGES- The Spanish curriculum
has been updated to include Course descriptions
for all levels that reflect National and CA State
Standards as well as ACTFL curriculum. Dept.
reviews courses and the scope and sequence for
each course. Ap Teachers use The College Board
resources to measure student progress.
SOCIAL STUDIES-Teachers attend and/or present
at least one conference per year, AP teachers
attend APSIs (Advanced Placement Summer
Institutes) and/or serve as a reader for AP exams
(there is a remote option in some courses).
SCIENCE- The curriculum is continuously
updated to reflect new NSTA frameworks
(currently “Argument Based Inquiry”) and
California Standards (NGSS-Next Generation
Science Standard) adoption)
Teachers attend NSTA (National Science Teaching
Association) / CASE (California Science
Educator) to keep current with new frameworks,
learn new ways to organize content, and evaluate
new products and resources.
New frameworks, products, and resources are
shared and reviewed at department meetings
LEARNING SERVICES-scholar IEP goals (IEP
samples can be accessed in the Learning Services
Center).
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Exercise Health Science (EHS) Department uses
current educational research and follows the
California State Standards for Grades 6-12.
Library: Model Library Standards
Visual and Performing Arts (VAPA) Department
follows California State Standards and Common
Core Standards for Grades 6-12 Literacy in
History/Social Science, as well as College Board
standards for Advanced Placement courses in grades
10 through 12. Teachers stay up to date with current
research and teaching practices in History/Social
Studies as well as for specific courses such as AP
music theory, AP art history, and AP studio arts.
EXERCISE HEALTH SCIENCE-The curriculum
is updated to reflect California and National
Standards, uses new technology as it becomes
available, and adapts to new research on physical
and mental health.
EHS faculty attend state and national conferences
to learn the latest trends in fitness, physical
activity, physical education, and health.
Information is shared with faculty at department
meetings.
EHS uses an evidence and standards-based
curriculum (SPARK) for grades 6-8.
LIBRARY-Lessons on digital literacy
(encompasses research techniques, digital
citizenship, 21st Century skills,
Internal professional development (library staff
teaching teachers about digital citizenship,
technology tools to assist in scholar engagement)
(e.g. Common Sense Media,Research, Sora &
Destiny)
VISUAL AND PERFORMING ARTS
The department adopted the new California VAPA
standards 2019 in the course syllabi and
implemented them in the instruction.
Programs/videos from the festival of the arts, the
gift of music winter zoom concert, the spring
concert, the fall festival, the Shakespeare festival,
jazz June, choir performances at the homecoming
game/graduation, and music student performances
at the Preuss Promise are the evidence of students’
participation in performances.
Students complete projects related to the standards
and the curriculum.
AP music theory, AP art history, and AP studio art
classes follow the college board curriculum and
prepare students to take the AP exam in the spring.
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University Prep: The advisory curriculum offers
scholars a consistent space for lessons and
experiences to prepare scholars for college.
PREUSS UNIVERSITY PREPARATORY
ADVISORY
B1.2. Academic and College- and
Career-Readiness Standards
Preuss Graduation Requirements, UC Minimum
Admission Requirements
Grad checks - high school Advisory
AP courses
Preuss University Prep (Advisory)
Math: scholars are required to take mathematics
every year in high school (so most scholars go well
beyond the state min. requirement of IM3). scholars
are afforded the choice of Calculus or Data Science
as a senior. All courses follow the Common Core
State Standards for Mathematics.
Scholar Planner pgs 29-30
Graduation checks presentations and google forms
College/Career Link on School Websites
Screenshot of Internal College/Career Resources
(Internal Website, Accessible with Preuss Gmail)
Example College/Career Newsletter
Sample Junior Advisory Agenda
Sample Senior Advisory Agenda
UP curricula
College Rep Visits
AP and UC submissions (for new courses)
Course Description Booklet
Staff Course Selection Presentation During
Professional Development
Student Course Selection Presentation
Continuous Transcript Inventory
College Kick-Off Meetings Sample PPT
(MATH): Course syllabi (Calculus syllabus), final
exams (Calculus Final Exam. CM1 Final Exam),
performance tasks (Precalculus Diet assignment;
Precalculus Trigonometry assessment, CM1
Calorie Burning, CM1 Wildlife Trails, CM1 Time
to Workout), math progression
In the second semester of Calculus, scholars are
assessed like a college class (2 mid-term exams
and a final)
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English: All scholars have enrolled in honors
English courses for grades 9 and 10, and in AP
courses for grades 11 (AP English Language &
Composition) and 12 (AP Literature). All courses
meet or exceed the requirements of the Common
Core State Standards for English Language Arts.
Senior Wheel
Science: our core science sequence provides college
readiness and defined academic standards that
exceed graduation requirements
Exercise Health Science (EHS): scholars are
required to take an EHS course every year from
6th-10th grade as is required by the state of CA.
scholars receive mandated minutes (400 every 10
days) of physical education. scholars who choose to
participate in athletics do so from 9th-12th grades.
(ENGLISH): Course descriptions; course syllabi;
Senior Wheel is very structured. The wheel is
divided into three segments, research, service
learning, and internship. Each part is designed to
give the seniors an experience they can draw upon
for the capstone
Senior Exhibition Sample Slides
Rubric
(SCIENCE): the standard science sequence for all
scholars is Biology→Chemistry→ Physics→ AP
(choice), which exceeds not only graduation
requirements but also the eligibility requirements
for UC/CSU schools. Rather than emphasize
specific content knowledge, science teachers focus
on NGSS “science and engineering practices,”
designed to assure career readiness in rapidly
changing STEM (Science, Technology,
Engineering, and Mathematics) fields. Science
provides enrichment experiences in STEM,
including field trips, Science Olympiad, Robotics,
and Sea Perch
(EXERCISE HEALTH SCIENCE): Refer to EHS
Syllabi Grades 6-high school. high school classes
engage in activities that prepare them for college
life, such as food and physical activity journals,
visiting college fitness and recreational centers,
and being physically active outside of a teacher-led
PE class.
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Social Studies: The Social Studies Department
implements numerous opportunities within each
course for scholars to apply their standards-based
skills to tasks that will prepare for college, careers,
and civic life. In October 2021, legislation made
Ethnic Studies a graduation requirement in
California. While this law will not be a requirement
until the Class of 2030, all scholars already meet
this requirement after taking the course in ninth
grade.
Addition of AP African American Studies Pilot
Visual and Performing Arts: scholars must take a
one-year course in fine arts, drama, and music to
fulfill the graduation requirements.
Learning Services: When scholars begin their
transition plans within their IEPs (must start by age
16), a review of their credits, classes completed,
classes attempted, and classes they will take during
their IEP. It is also discussed whether the scholar is
on a diploma or certificate of completion route.
Appropriate transition goals are made to accompany
scholar needs.
University Prep–high school curriculum for UP
focus on college readiness and career readiness
Williston's EHS 6th and 7th Grade Syllabus …
Brazelton Personal Fitness Syllabus 2022-2…
(SOCIAL STUDIES): Junior Model United
Nations (JMUN), AP courses in grades 10-12
(VISUAL AND PERFORMING ARTS): courses
in music, drama, and fine arts, including AP music
theory, AP art history, and AP studio art courses.
scholars have the opportunity to participate in the
faculty and scholars panel at SDSU to familiarize
them with the opportunities and challenges of
college life.
(LEARNING SERVICES): scholar IEP goals IEP
samples can be accessed in the Learning Services
Center.
(CAREER READINESS)
Mock Interviews Docs and Photos
Career Presentations, Assemblies and Enrichment
Photos
Senior Internship Handbook
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Summer Programs Photos (Highlighting Some
Specific Industry Partnerships: General Atomics,
Sanford Burnham, La Jolla Institute of
Immunology)
College Visit Photos (UCSD, SDSU, UC
Riverside, UC Irvine, USD, Claremont Colleges)
Field Trips to CSU College Night and Cal-SOAP
College Fair
Junior Achievement Finance Park (Financial
Literacy)
Addition of the College and Career Workforce
Coordinator position
B1.3. Congruence with scholar Learner
Outcomes and Standards
There is congruence between the actual concepts
and skills taught, the schoolwide learner outcomes,
academic standards, and the college- and
career-readiness indicators or standards.
Library Model Standards
Senior Exhibition
Rubric
College Essay Support (Advisory Curriculum)
Example College/Career Presentations from
College Coordinator
School Profile
FAFSA Workshops
College Kick-Off Meetings Sample PPT
Aligned textbooks, e-textbooks, software licenses
All teachers provide Course syllabi to the
administration at the beginning of year
AP and UC submissions (for new courses)
screenshot of write up
Verification of standards-based lessons through
observation (agenda on board)
Performance tasks Precalculus Challenger;
Precalculus Bicycle)t, IM3 My Data statistics
project) scholar work and/or assignment sheet
from teacher
Final exams/unit exams
SMARTER BALANCE ASSESSMENT SYSTEM
results
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EHS lessons follow individual unit plans and the
overall Yearly Plan to address all standards. See
syllabi for Grades 6-high school.
Williston's EHS 6th and 7th Grade Syllabus …
EHS Yearly Plan for 6-10th Grades 2022-23
First 6 Weeks Coops and HR Fitness Unit Pl…
Brazelton Personal Fitness Syllabus 2022-2…
(Library)Teach research skills, i.e., 7th-grade
science, 8th-grade English, 9th JMUN
LPL Financial partnership
Reflection assignments about how to improve
writing, content knowledge, etc. (English, APES)
SAMPLE:
Reflection on AP Preparation
Breaking down complex prompts/tasks, doing
deeper analysis (AP courses)
Preuss University Preparatory Advisory
Thinking about college/the future begins in middle
school and expands in high school, with teacher
guidance through the whole process of applying to
college (Advisory)
Brainstorming possible careers, freedom to explore
areas of interest: Career exploration PPT with
CaliforniaColleges.edu – Piloting in 22-23; Full
Adoption in 23-24
Mock Interviews Docs and Photos
Career Exploration for 10th graders Photos
Senior Internship Handbook
Middle School Wheel classes on Leadership,
Public Speaking, Health
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Need for more courses on mental health, stress
management. Some teacher training on mental
health support
TsuNAMI Club, Finance Club, Fashion Club,
Robotics, Speech and Debate, MUN, etc.
B1.4. Integration Among Disciplines: There is
integration and alignment among academic and
career technical disciplines at the school.
EHS lessons incorporate content from other subject
areas (English, Math, Social Studies, Health, and
Science)
Social Studies: All Social Studies courses,
especially AP African American Studies, which is
The EHS department integrates math, reading, and
writing into lessons. Scholars set fitness goals
using SMART (Specific, Measurable, Achievable,
Realistic, and anchored within a Time Frame)
goal-setting techniques, use math to calculate
percentages, take heart rates daily, write physical
activity journals, research careers within the
discipline, create their own games, create routines
and workouts, and provide written feedback on
lessons.
Research skills taught across grades and
disciplines
Calculating Target Heart Rate Zone
Healty PSA Poster Assignment
Careers in Exercise and Health Sciences Re…
History of Sport Assignment
If I were the EHS Teacher
My Semester 1 Physical Activity Goal
Create Your Own Game
CYO Games Pres
Create a Jump Rope Routine
Create Your Own Yoga Routine
Create a Ball-handling Routine Part 1
CYO Workout Example
Google Classroom - In-Class Nutrition Quiz…
Social Studies: curriculum integrates literacy
standards and technological resources such as
online map builders, bibliography sources, and
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interdisciplinary, are taught such that scholars learn
content through history, literature, poetry, music,
and art while developing literacy and writing skills.
scholars use online tools and programs to present
their knowledge.
Science: our core science classes are aligned with
(and integrate coursework related to) career
technical disciplines
and with community partners to provide
opportunities to build career readiness
Math: Math lessons incorporate content from other
subject areas (Physics in Calculus; EHS in
Precalculus); use of Measure app in Precalculus
VAPA: There is integration and alignment among
other disciplines: English, Science, research, and
technology.
online presentation platforms. DBQ
(Document-Based Questions)writing practice and
skill building. Use Canva and Google Slides for
projects.
NoodleTools_for_Students_citing.ppt
Personal Finance Project AP GOV (2).pdf
Sample AP African American Studies Project
Sample student work using Canva to make Public
Service Announcements about Ivory Trade
Science: performance tasks and curriculum related
to data analysis and engineering problem-solving
methods are incorporated in science classes by
adopting the CA Framework and NGSS standards.
Preuss engineering faculty attend and advise
Science teachers at departmental meetings
Math: Diet assignment; Calculus problem sets
(velocity/projectile motion); Measuring the
Immeasurable assignment, CM1 Timeline Project,
CM1 Calorie Burning Task, CM1 Unit
Conversions
Aligned pre-calc, and Physics content across
subjects for simultaneous instruction on shared
concepts.
VAPA: Festival of the arts integrated arts, music,
drama, dance, performance, and multicultural
dances. Music and movie projects and music and
medicine projects integrated English, arts, and
science. Students competed at SDSU Hackathon
2022, which integrated music, science, and
research. Drama students write the original scripts,
and art students draw the performances of the
music students integrated into English, music, and
arts.
VAPA: scholars complete projects that integrate
and align with other disciplines such as English,
science, and technology: “garbage concert ‘ with
recycled material with the orchestra, compare and
contrast essays between two composers, a compare
and contrast essay between two movies, careers in
music project, and a music and medicine project,
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English: Cross curricular: choice assignments,
problem-solving, critical thinking
writing original script and music for moon festival,
Shakespeare festival and jazz June. Art scholars
create art pieces and design program sets for the
performances.
A scholar from science class helps design an app
on the smartphone to play original sleep music
composed by scholars from the music composition
for hospital patients.
ENGLISH: Shakespeare Festival, alignment of AP
African American Studies to Advanced English 10
Autobiography of Malcolm X Unit; Frankenstein
alignment with past AP European History with a
focus on the Romantic Period; alignment between
8th-grade history and Advanced English 8 to teach
economic and social perspectives surrounding
slavery. 6th-grade collaboration between Literacy
Enrichment and Social Studies to prepare for
Socratic Seminar.
Senior Research and the research paper addresses
all pillars of academic writing that prepare our
students for college-level writing: inquiry,
research, synthesis, critical thinking, developing
and defending claims, structuring, drafting,
revising, reflection, and publishing.
B1.5. Community Resources and Articulation
and Follow-up Studies:
The school engages with community partners and
resources and regularly articulates with feeder
schools, local colleges and universities, and
technical schools. The school uses follow-up studies
of graduates and others to learn about the
effectiveness of the curricular program.
Partnership with San Diego Public Library for
resources and involvement in community events
FAFSA Workshops Featuring UCSD Financial Aid
Officers and Immigration Attorney to assist with
completion of FAFSA and California Dream Act
Application. UCSD Admissions and Chancellor's
Associates Scholarship Program (CASP) present
to all interested seniors
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Science: the science department engages with
community partners and resources
City and County Public Libraries, UCSD Geisel
Library
College visits (12th -UCSD, 11th - UCR and
SDSU; 10th - UCI and Claremont Colleges;
Upcoming - 9th CSUSM)
College Visit Photos)
Playwright’s Project (8th grade)
Black College Expo, CSU College Night,
Cal-SOAP College Fair
UC Application Workshop (Dedicated 3 days with
Student Appointments to Submit Applications)
College Rep Visits
Alumni presentations
UCSD tutors
Canyon Crest High School tutors
Geisel library orientation in Research class
EHS partnering with the Prevent Drowning
Foundation and the Canyonview Pool on UCSD
campus to provide a learn to swim program for our
middle schoolers. 2022/23 will be the pilot
program, and we will expand from there using our
new knowledge and experience to guide us.
Science: high school science teachers work with
our College & Workforce Coordinator to provide
access to field experiences, enrichment
opportunities, and professional internships (in
partnership with local higher ed. faculty and
STEM companies).
Our library promotes public library programs
Our scholars participate in Geisel Library’s World
Bookmark Day
La Jolla Rotary club offers scholar of the month
scholarships for Preuss scholars
VAPA: San Diego Youth Symphony,
Art of Elan, ArtPower UCSD, La Jolla Music
Society, SDSU , SF Jazz
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B2. Equity and Access to Curriculum Criterion
All scholars have equal access to the school’s entire program and are provided assistance with a personal learning
plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career
goals.
Indicators
B2.1. Variety of Programs — Full Range of Choices: All scholars are able to make appropriate choices and pursue
a full range of realistic college and career and/or other educational options. The school provides for career
exploration, preparation for postsecondary education, and pre-technical training for all scholars.
B2.2. Accessibility of All scholars to Curriculum, including Real World Experiences: A rigorous, relevant, and
coherent curriculum that includes real world applications is accessible to all scholars through all courses/programs
offered. Course enrollment patterns reflect the diversity of the school’s scholars.
B2.3. scholar-Parent-Staff Collaboration: Parents, scholars, and staff collaborate in developing and monitoring a
scholar’s personal learning plan, including college and career and/or other educational goals.
B2.4. Post High School Transitions: The school implements strategies and programs to facilitate transitions to
college, career, and other postsecondary high school options and regularly evaluates their effectiveness.
B2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
B2.1 Variety & Range:
Our core curriculum is college preparatory, designed to
ensure eligibility to the UC/CSU systems through the
completion of required A-G courses by ALL scholars.
EHS: scholars can take high school PE as a graduation
requirement or high school Athletics. They need only
take 2 years instead of 4. However, they have the choice
to continue to participate in athletics or PE for all 4 years.
Math: All scholars must take a math class every year.
The choices have been updated to replace AP Statistics
with Data Science. As seniors, scholars can choose
between Calculus and Data Science. scholars who excel
Science: scholars have options for AP courses based
on personal goals (AP Biology, AP Environmental
Science, AP Chemistry)
There are options for enrichment available based on
personal interest (Astronomy, Marine Science, etc.)
There are elective options for engineering &
computer science and a club option for robotics.
EHS: Our curriculum articulates from 6th-10th grade
providing a wide range of activities and units
throughout the years. Each year the units build upon
those from the years before. EHS Career assignment.
UP Curriculum—college prep and exploration, e.g.,
middle school grades have college exploration
projects
Counselor’s meetings high school 1:1 counseling
(counselor, College/Career Advisor)
Visits by College admissions counselors
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beyond these courses can take classes at UC San Diego.
English: Yearbook and Journalism courses offered during
the school day.
Social Studies: scholars take social studies courses all
four years. All scholars take AP courses in grades 10-12.
Piloting African American Studies.
VAPA curriculum includes connections to artists and
musicians. All scholars have opportunities to select
VAPA courses and clubs.
Course selection booklet
Detracked program means that all scholars take
rigorous courses and are pushed to a high level of
study
Credit recovery program was APEX and now
Edgenuity.
Changed AP Statistics to Data Science
Scholars begin taking a-g courses in 8th grade
(Spanish and Integrated Math 1)
VAPA: scholars have the choice to select various
VAPA courses in arts, drama, and music. There are
VAPA clubs (Tri-M Music Honor Society, Music
Composition Club, Afterschool Rock Band, Art Club,
Drama Club, and Fashion Club.)
B2.2 Accessibility: A rigorous, relevant, and coherent
curriculum with real-world applications is accessible to
all scholars through all courses/programs. Course
enrollment patterns reflect the diversity of the school’s
scholars.
Science: all scholars have equal access to the school’s
science program, and there are no course prerequisites.
Our scholar handbook directs scholars to the course
description booklet (course descriptions describe the
requirements and options for elective courses).
Science: core science classes are based on a single
track. All scholars are placed in the same rigorous
classes and have access to AP science courses in their
senior year. scholars have opportunities to research
real-world problems (environmental issues, city
planning, etc.) and learn content using real-world
examples.
English: AP Eng Lang & Composition uses
real-world non-fiction texts, such as speeches,
historical documents, essays, etc., to analyze and
facilitate discussions on issues regarding politics,
education, the environment, science, and economics.
Senior Wheel is divided into three segments, research,
service learning, and internship. Each part is
designed to give the seniors an experience they can
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Social Studies: High school courses such as Ethnic
Studies and AP African American Studies reflect our
diverse scholar population.
draw upon for the capstone Senior Exhibition.
Social Studies: All scholars take AP courses in grade
10 (AP African American Studies), grade 11 (AP US
History), and grade 12 (AP US Government &
Politics). All 9th-grade scholars take Ethnic Studies.
Math - Performance tasks (diet assignment,
Challenger assignment, Dengue fever, As the Wheel
Turns, etc.), Real-World Application: CM1 Sugar
Packets, CM1 Dinner Party, CM1 Integer Vocab,
CM1 The Better Buy, CM1 Shopping Spree!
World Language: scholars have the option to take
advanced AP Spanish courses, and Mandarin
Real world experiences are facilitated via senior-year
internships at various off-campus locations during the
senior wheel course
Electives: scholars have options for elective tracks
based on personal goals (Art, Music, VAPA,
Engineering, etc.)
VAPA: scholars have options for AP courses based on
personal goals ( AP Music Theory, AP Studio Arts,
AP Art History.) Ask Tamima for specific ex
Schoolwide: An MTSS (Multi-Tiered System of
Supports) program is being implemented to work with
all scholars and provide interventions for those
scholars who exhibit concerns with learning and/or
behavior.
Learning Services (Learning Services): Four
education specialists and four instructional aides
support scholars with special needs.
There is a combination of the Learning Services staff
pushing into or pulling scholars out of the general
education environment. The ultimate goal is to have
the scholars in the least restrictive environment in
accordance with the scholar’s unique learning needs.
Writers Workshop classes are provided to scholars
with IEPs by grade level. This allows for a
grade-specific, rigorous curriculum. Staff
development around collaboration between general
education and Learning Services staff to discuss
scholar needs at the beginning of the school year.
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Scholars with IEPs are offered the choice of taking
non-AP classes when indicated by the IEP. Scholars
with IEPs are consistently monitored and provided
ongoing interventions. The detracked program allows
all scholars to be a-g eligible.
Junior Model United Nations (9th grade) has scholars
develop and practice public speaking skills.
Advisory classes incorporate mock interviews (11th
grade)
-ASB (Associated Student Body) scholars organized
and put on Identity Day and Serenity Day and
presented their work at the CADA conference(
California Association Directors of Activities).
Art scholars create murals at UCSD
Joint projects between AP Environmental Science
class and middle school science classes
Need more collaboration between middle and high
school
B2.3 scholar-Parent Staff Collaboration: Parents,
scholars, and staff collaborate in developing and
monitoring a scholar’s personal learning plan, including
college and career and/or other educational goals.
In advisory (U.P.), scholars use Naviance to track
their academic progress/eligibility and explore
colleges and financial aid options.
U.P. Days to communicate with parents and perform
observations to share with parents.
Music scholars perform for the December and June
PTA meetings.
Parents are invited to the performances from the
music scholars, the drama scholars, and the
exhibition of art scholars ( fall festival, winter
concert, the festival of the arts, Shakespeare festival,
spring concert, Jazz June.)
Learning Services: Parents collaborate with the
education specialists throughout the IEP process to
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have parent needs and concerns addressed. Progress
of goals within the IEPs are sent home every semester
and at the IEP meetings.
ParentSquare to communicate with parents and
intervention meetings with parents for scholars who
may be struggling.
B2.4 Post-High School Transitions: The school
implements strategies and programs to facilitate
transitions to college, career, and other post-secondary
options and regularly evaluates their effectiveness.
Preuss facilitates applications to the CSU
and UC systems through guided application days and
financial aid application sessions. All scholars are
guided to apply to EOP.
Music scholars participate in the San Diego Youth
Symphony College Fair, the San Diego State
University High School Choral Festival, and master
classes to connect with the music schools and music
faculties.
Learning Services (Learning Services): For senior
scholars with IEPs, transition meetings take place 60
days before their graduation date. Scholars and
parents are provided with the proper documentation
and information to transition to the scholar’s next
educational institution.
Learning Services: scholars have transition plans
written into their IEP. Transition planning begins with
the first IEP held after the scholar reaches age 16 or
earlier if appropriate for the scholar.
Learning Services: scholars with IEPs are contacted
within a year of graduating. Scholars are interviewed
about their post-transition standing. This is
documented in SEIS and reported to CALPADs.
EHS: scholars are taught lessons on how to build and
maintain fitness and physical activity on their own.
We empower scholars by teaching them what to look
for in a gym, how to join a sports club, what to do to
motivate themselves, keeping an activity journal, set
goals, find what they enjoy, etc., all to transition them
to life without a PE class.
All scholars are required to apply to EOP
(Educational Opportunity Program) on their CSU
application
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Tutors help with UC prompts
Calculus College Syllabus assignment
College visits (live visits, rep visits)
Required scholarship applications in Advisory
Community college application and visit
Financial literacy lessons in Advisory
Advisory presentations (alumni, Road to College by
teachers)
Required Research project (mimics research papers in
college)
Juniors fill in CSU/UC applications in preparation for
senior year
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ACS WASC Category B. Curriculum
Summary, Strengths, and Growth Needs
Prioritize and list the strengths and growth areas for the criteria and indicators in Category B.*
Areas of Strength
1. A rigorous, detracked curriculum includes AP and other Advanced courses and is accessible to all
students (B1.2? B1.3?)
2. Teachers attend professional development to ensure their curriculum is based on current educational
research. (B1.1)
3. Teachers continuously review the scope and sequence of courses to ensure their curriculum is
aligned with relevant frameworks (AP, Common Core, NGSS, CTE, SHAPE, etc.). (B1.1)
4. The default course sequence for each department exceeds California graduation requirements and
includes options for enrichment based on interest. (B1.2)
5. Teachers in EH&S, Electives, Science, Social Studies, and World Languages support English &
Mathematics teachers by integrating Literacy & Mathematics content into their curriculum, improving
integration and alignment between disciplines. (B1.4)
Areas of Growth
1. Increased cross-curricular links/projects between subject areas
2. Increased career-related skills incorporated into subject areas
3. Remediating learning loss due to remote learning
4. Increased time management and social-emotional support, and curriculum
5. Revisit and/or revise the Scope and Sequence in each department to improve uniformity
6. Build a culture of reading for leisure and academics
7. More positive, celebratory, and fun/special interest topics
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Chapter III: Self-Study Findings
Category C: Learning and Teaching
C1. Student Engagement in Challenging and Relevant Learning Criterion
To achieve the schoolwide learner outcomes, academic standards, and college- and career-readiness standards, all
students are involved in challenging and relevant learning experiences in an equity-centered learning environment.
Indicators
C1.1. Results of Student Observations and Examining Work: All students are involved in challenging and
relevant work as evidenced by observations of students working and the examination of student work.
C1.2. Student Understanding of Learning Expectations: All students understand the standards/expected
performance levels for each area of study in order to demonstrate learning and college and career readiness.
C1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
C.1.2. Scholars understand learning expectations by
engaging in our continuum of courses from 6th
through 12th grade. These courses are designed to
ensure scholars meet the UC a-g requirements for
admission. All scholars are enrolled in a rigorous
curriculum that ensures scholars meet or exceed the
requirements for college admission.
Scholars who are English Language Learners or IEPs
are included in the same rigorous
courses and receive additional support through
Literacy Enrichment Classes, Math Enrichment
classes, and after-school and Saturday tutoring.
C1.1: These criteria are met through the Visual and
Performing Arts Standards (VAPA)
Need Scholar survey (Future).
Syllabi from all classes showing rigorous
expectations
A-G checklist reviewed by counselors and
Advisory teachers
Attendance sheets/data collection for SEA
(Saturday Enrichment Academy) &
certification in after-school tutoring
Scholars completed formal assessments with
appropriate scaffolds and support from
Instructional Aids (data from Aids)
For drama, scholars are engaged in
college-level discussions of visual arts and
demonstrate literacy standards through analysis,
synthesis of ideas, reading comprehension, and
high scores on writing. Scholars analyze and
write screenplays (ELA) and produce
challenging, high-quality video content.
As part of the Senior Wheel Career Pathway,
we are forming a Film Internship at Preuss.
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C.1.1 All Scholars are involved in challenging and
relevant work as evidenced by observations of
scholars working and the examination of scholar work.
Evidence of scholar achievement in their academic
classes can be observed informally in the classroom
and through more formal observation during the
Senior Exhibition and Spring Learning Showcase,
both of which are held in June and showcase scholar
achievement toward our Graduate Profile in core
subject areas. The scholars are expected to present
their understanding of ICLEAR visually and verbally
to an authentic audience that includes teachers,
parents, and community members.
Scholars will take the lessons learned through
Drama, Art, and Music courses and apply them
in real-life vocational training. Post-graduation,
interns will be offered the opportunity to work
on a professional movie set under Drama/Film
Instructor’s guidance.
Notes from observations showing changes
based on the teacher's informal observations of
scholar behavior and work.
Evidence of student metacognition
Senior Exhibition Checklist/Rubric used to
ensure ICLEAR standards are met in
showcased projects
C.1.2 Beginning in the 10th grade. All scholars are
enrolled in at least one Advanced Placement class.
Throughout high school, scholars are enrolled in
various AP classes as the norm, meaning no options
exist other than the Advanced Placement class.
Counselors’ rosters, scholars’ schedules.
AP European History, AP African Studies, AP
US History, AP US Government, AP English
Language, AP English Literature, and AP
Spanish Language. These courses are required
of all Preuss scholars. In addition, scholars have
the option of enrolling in AP Art History, AP
Studio Art, AP Music Theory, AP Biology, AP
Chemistry, and AP Environmental Science. All
AP courses are taught by qualified AP
instructors who have approved course syllabi
from the College Board to ensure that AP
standards are met.
C1.2: This criterion is met through VAPA
In drama, scholars are engaged in a
college-level discussion of visual arts, and
scholars demonstrate literacy standards through
analysis, synthesis of ideas, reading
comprehension, and high scores on writing.
Scholars analyze and write screenplays (ELA)
and produce challenging, high-quality video
content (VAPA).
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For drama, scholars demonstrate through
warmup writings and reflections which prompt
them to demonstrate their comprehension of the
standards (and meaning) of specific
assignments
C.1.1 Scholars receive additional support through
various means, including Saturday Enrichment
Academy, after-school tutoring, and Edgenuity online
courses.
SEA (Saturday Enrichment Academy) calendar
C.1.2 Scholars are aware of learning expectations
through each department as each course is aligned
with
California State Standards where applicable, and all
instruction is aligned with Common Core State
Standards in English Language Arts and Math. These
standards are explicitly presented to scholars in
various ways throughout the course.
Learning objectives for daily lessons and
project-based learning
Rubrics, syllabi, and scope & sequence for
grade levels and subjects. Examples:
English, Math, History,
Math Scope, and Sequence
Social Studies Writing and Analysis Goals
Sample from English:
ELA Argumentative Writing Scope and S…
Samples from Science:
Middle School Science
Biology
Physics
Standardized diagnostic Math & ELA testing
(CAASPP, Fastbridge, Diagnostic test)
Scholars see testing results year-to-year and
progress within the year (2-3 Fastbridge scores
per subject per year). Scholars’ scores on
Aeries for families to see. Scholars also are
given national percentiles to measure
grade-level track.
C1.1 and C1.2 The Preuss School UCSD Graduate
Profile are integrated throughout each academic and
university prep class.
Spring Learning Showcase, Senior Wheel, and
Senior Exhibition
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C2. Student-Centered Instruction through a Variety of Strategies and Resources
Criterion
All teachers use a variety of strategies and resources to create an equity-centered learning environment, including
technology and experiences beyond the textbook and the classroom, to actively engage scholars and emphasize
creative and critical thinking skills and applications.
Indicators
C2.1. Teachers as Facilitators of Learning: Teachers facilitate learning as coaches and are current in the
instructional content taught and research-based instructional methodologies including differentiation and the
integrated use of technology.
C2.2. Creative and Critical Thinking: All scholars demonstrate creative and critical thinking within a variety of
instructional settings, using a variety of materials, resources, and technology beyond the textbook.
C2.3. Application of Learning: All scholars demonstrate that they can apply acquired knowledge and skills at higher
levels and depths of knowledge to extend learning opportunities.
C2.4. Career Preparedness and Real World Experiences: All scholars have access to and are engaged in career
preparation activities. Add Jack Kent info - Arana
C2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
C2.1 -
Many professional development sessions are dedicated to
effectively using technology in the classroom for teachers
and scholars. Staff members, including Educational
Technology & Learning System Specialist, School System
Administrator, and Edtech Coordinator, assisted teachers in
teaching online and in-person daily and implementing
long-term technology programs and strategies to facilitate
learning.
C2.1 -
Inquiry, claim testing, using iclear, project-based,
Teachers use ICLEAR (inquiry, collaboration, linking,
evidence, application, research) as guiding practices for
scholars to utilize across disciplines, education levels, and
beyond. These practices promote critical thinking skills,
self-evaluation, and scholars-centered learning.
C2.1 -
Teachers collect data on scholar skills to differentiate the
curriculum effectively. Teachers provide scholars with
choices in assignments and project topics, utilize Google
Classroom to modify assignments for different scholars, and
use Google forms to get information about scholars'
interests and socioeconomic backgrounds to adapt the
curriculum appropriately. Additionally, teachers use
● Listed relevant staff
● Preuss Ed Tech PD plan
● Mental Health PD sessions
● Gather evidence from departments
(for ex: last year’s 8th-grade
exhibition - MS scholars
demonstrating ICLEAR used
throughout the year, senior wheel
focus on all 5 in the senior exhibition)
● Senior Exhibition Rubric, Reflecting
ICLEAR
● Literacy/math enrichment/writer’s
workshop (support classes)
● Small group pull-out classes or
push-in aides to support scholars with
IEPs
● Attach teacher’s feedback form for
scholars with IEP.
● Attach individual daily objectives,
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planning sheets/checklists to track the goals of scholars with
IEPs.
● Attends roundtable, IEP, and other meetings to
gather information about scholars
● Scholar surveys about the best ways they learn used
in determining specific instruction
● Single lessons adjusted for scholars with IEPs,
ELLs, and other special needs- for example, map
skills in 8th grade- sectioned off instead of full maps,
6th-grade lexile levels decreased for some articles,
use of alternative notes, etc.)
rubrics, and standards-based project
examples, in addition to syllabi
(Scope and sequence)
● 8th grade Lit Enrichment adjusted
lesson
● 6th grade Lit Enrichment Final
GenEd/6th grade Lit Enrichment
modified
●
6th grade language arts sample …
C2.2-
Teachers and scholars collaborated and learned with and
from Us Vs. Hate is a program associated with UC San
Diego. This program provided creative and critical thinking
lesson plans throughout the year (based on Mica Pollack's
research at UCSD). The plans were wide in scope to include
many social justice topics.
C2.2-
ELA 8 teachers and scholars participate in a residency to
work with a Teaching Artist and local actors from the
Playwrights Project program. Scholars craft original 3 scene
plays, and ongoing assignments are thematically linked to
the curriculum and adapted for scholars with IEPs and with
varying levels of English proficiency.
C2.2-
Educational field trips such as the Discovery Learning
Center, San Diego Zoo, Scripps Institute of Oceanography,
Birch Aquarium at SIO, etc.
6th-grade camp: all 6th-grade scholars complete a week of
on and off-campus career and college preparation activities.
Scholars submit plays from Playwright’s
Project to the statewide California Young
Playwrights Contest
Description and roster for AP Biology
Field Trip to Discovery Learning Center
(March 2023), rosters for 6th-grade
science San Diego Zoo and Birch
Aquarium field trips (October 2022,
November 2022)
College Visits (Photos of USD, SDSU,
and Riverside; Not Included, UC Irvine,
Claremont Colleges, UCSD, CSU San
Marcos)
Scholars participated in a Social
Justice-themed week of 6th-grade camp
activities (evidence in Mr. Meka’s room;
banner and accordion collage)
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C2.3-World Language classes have scholars apply what they
have learned through lessons dealing with speaking, writing,
listening, and reading. Scholars can take what they have
learned and apply it the very same day.
The world languages department emphasizes the
development and usage of foreign languages in academic
contexts, including immersion in cultural activities
Scholars tutor in various classes as part of their scholar
service learning experience during their senior year. By
doing this, they reapply the concepts learned in their core
classes at Preuss.
Internships
Using ELA skills for college essays, scholarship
applications, etc, and often working on those
essays/applications in English and/or Advisory classes
Classroom dialogues, Dia de los Muertos
altars (Walton Center), essays, KBAR
diaries, audio recordings,
Attach log of high school seniors who
complete internship course, detailing
service and leadership experience they
partook in
Senior Internship Handbook
Sample Internship Placement Schedule
Senior Exhibition Sample
Jack Kent Cooke Foundation Young
Scholars Program finalists and winners
(high performing 7th graders apply to
receive financial support, advising and
participate in summer program
C2.4-
University Prep
Scholars obtain professional and networking skill sets
through service hours requirement
Trained with Teaching Tolerance and use Social Justice
Standards in many lessons to ensure scholars are
empowered to use their cultural background to help enhance
the classroom learning environment and not feel stereotyped
by it
Plan culturally responsive lessons including Zinn Project
“The Constitution, whose more perfect union?”
Survey of scholars to determine how/if they would like to
see their culture represented during the school year-
allowing time for scholar-led presentations on their home
culture
Us Vs. Hate lessons throughout the year (based on Mica
UP Scope & Sequence
Senior Exhibition
Rubric
Rep Visits to Preuss
College Visits (Photos of USD, SDSU,
and Riverside; Not Included, UC Irvine,
Claremont Colleges, UCSD, CSU San
Marcos)
Advisor logs tracking service hours
completion/progress and organizations
through which scholars serve
Trolley training
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Pollack's research at UCSD)- three of my scholars won the
US vs. Hate contests, and their graphic design work will be
featured on the Teaching Tolerance website as well as be
distributed to schools around the US
Every lesson begins with Objectives and goals for the lesson
shared on the projected agenda- verbally address goals
before scholars begin working- scholars revisit these goals
at the end of each week
Scholars understand measured objectives through discussion
of rubrics for single lessons- self-grading strategies used for
individual lessons and a reflection to help them understand
the grading process- Google Classroom Rubric Creator
helps me provide timely feedback
Transition plans for scholars with IEP who are 16 years, or
older. Focusing on their interests and plans for the future.
Including community experiences, development of
employment, and other post-school adult living skills.
Backward Planning Design to organize and prioritize units,
scaffolding, and gradual release of responsibilities for the
year
Mock Interview
Ongoing transitional assessment for
scholars with IEP and updated transition
plan. (Sample available on request in the
Learning Center)
Attach meeting notes verifying attendees
and comments made.
Mock Interviews Docs and Photos
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ACS WASC Category C. Learning and Teaching:
Synthesize Strengths and Growth Needs
Prioritize and list the strengths and growth areas for the criteria and indicators in Category C.*
Areas of Strength
1. Preuss possesses a de-tracked curriculum, ensuring that all scholars meet or exceed the A-G
requirements for the UC/CSU system.
2. All scholars are enrolled in an average of 7 AP courses during their high school years at Preuss.
3. Curriculum prepares all scholars to compete with the nation’s top scholars for admission to and
graduation from America’s top colleges and universities.
4. Looping advisory classes in grades 6-12 provide necessary mediations to support scholars who
are lower-income, first-generation college-bound so that they have the necessary tools to assess
their career interests, select appropriate colleges and universities, and secure necessary financial
support to attend and graduate from 4-year colleges and universities they choose to attend.
Areas of Growth
1. To improve the use of available data in all departments to increase scholar achievement,
including sub-groups falling below the school average.
2. To develop consistency in how teachers integrate technology in lesson plans during instruction
and hands-on learning activities to increase scholar engagement, comprehension, and retention.
3. Remediations and additional support for scholars struggling with gaps in their foundational skills
(e.g., reading, writing, calculation, and study skills)
4. Expand the SEL curriculum to address anxiety, depression, mental health, bullying, and
emotional regulation.
5. Teach and practice restorative justice in the classroom and at the schoolwide level, and necessary
training for faculty and staff.
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Chapter III: Self-Study Findings
Category D: Assessment and Accountability
D1. Reporting and Accountability Process Criterion
The school leadership and instructional staff use effective and equitable assessment processes to collect,
disaggregate, analyze, and report schoolwide student performance data to the school staff, students, parents, and
other stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage of
resources, and forms the basis for the development of the schoolwide action plan/SPSA aligned with the LCAP.
Indicators
D1.1. Professionally Acceptable Assessment Process: The school leadership and instructional staff use effective
and equitable assessment processes to collect, disaggregate, analyze, and report student performance data to all
stakeholders.
D1.2. Basis for Determination of Performance Levels: The school leadership and instructional staff have agreed
upon the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade
levels and content areas.
D1.3. Monitoring of Student Growth: The school has an effective system to determine and monitor all students’
growth and progress toward meeting the schoolwide learner outcomes/graduate profile, academic standards, and
college- and career-readiness indicators or standards.
D1.4. Assessment of Program Areas: In partnership with district leadership, the school leadership and instructional
staff periodically assess programs and expectations, including graduation requirements, credits, course completion,
and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant
curriculum.
D1.5. Schoolwide Modifications Based on Assessment Results: The school uses assessment results to make
changes in the school program, professional development activities, and resource allocations demonstrating a
results-driven continuous school improvement process.
D1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
6-Week Progress Reports are school-driven,
include both citizenship and academic grades, and are
uploaded to Aeries, printed, and signed by parents.
They include the student’s grade point average and
comments on progress. (D1.1)
Student Services Dept -
New Work in Progress for 22-23 year…
9-11th students complete career + self-discovery
assessments on Naviance and
CaliforniaColleges.Edu → develop career
programming with local university+industry
accordingly (D1.5)
6 Week Progress Report
Senior Exhibition
Rubric
College Board + PSAT
Career exploration PPT with
CaliforniaColleges.edu – Piloting in
22-23; Full Adoption in 23-24
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Future Years: All 9th -11th students have 2 individual
contacts with College and Workforce Coordinator to support
above goal and to generate anecdotal data/trends for
developing future college programming (D1.5)
Annual grad checks with 9th-12th grade students to track
progress towards HS graduation and UC/CSU eligibility
(D1.3) + Advisory teachers review and support students in
reviewing their progress over the course of seven years
(Progress report reflections, recommendations to SEA,
parent meetings)
8th-11th grade students take PSAT 8/9 and PSAT/NMSQT +
ideally link College Board to Khan Academy to practice and
improve their growth over time (trackable through College
Board and listed on Aeries)
Counselors conduct annual needs assessments and
accordingly develop student groups (e.g. Grief groups,
Friendship groups) (D1.5)
Spring Learning Showcase/Senior Exhibition/8th Grade
Celebration - (D1.3) – Student showcase their
work/progress over the course of the year and articulate
connections with ICLEAR markers; happens through
advisory → Senior year students present to community
members as well
Data Dive - CAASPP Test Results
Diagnostic Math Placement Test for new students (6th,
transfers)
All 6th graders and incoming students are given a short
reading and writing diagnostic
Standards-Based Grading in Math
ELPAC Test and Results, Growth, Reclassifications
Screening: Reading and writing screeners for all incoming
sixth graders, with follow-up fluency and word reading
assessments for students scoring significantly below grade
level. Results are used to plan instruction based on students’
areas that need growth and a scaffold and differentiate
assignments. (D1.5)
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Beginning and End of year reading assessment for all
students -
All students are given the FastBridge reading and math
assessment at the beginning and end of the year to track
progress and inform instruction.
Learning Services - reading, writing, and math assessments
throughout the year based upon IEP goals to establish a
baseline and identify growth (Woodcock-Johnson, WIAT,
WJ-R, WRAT, etc.), progress reports sent out to families,
samples taken from classes for IEP reporting, teacher
feedback for IEPs
World Language- Spanish 1,2,3 benchmarks
Incoming Spanish assessment for all 6th graders & any new
student beginning program.
Common assessment in levels 1,2 & 3
Unit base assessment with data review and teacher
collaboration
Spanish IV & AP Spanish Lang. - Semester-based
assessment
(assessment in communication/language skills)
Interpretative, Presentational -speaking & Presentational
writing, Interpersonal modes of communication.
Assessments include formative and summative assessments.
Learning Services - Since building a complete team, we
have implemented a weekly meeting to discuss students and
identify weaknesses and learning goals to push into classes
or meet with students one-on-one. We will continue to build
processes to further drill down on IEP goals and reflect
changes in IEP as appropriate.
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D2. Using Student Assessment Strategies to Monitor and Modify Learning in the
Classroom Criterion
Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers
review assessments and assessment data to evaluate progress and determine next steps.
Indicators
D2.1. Demonstration of Student Achievement: Teachers use the analysis of formative and summative
assessments to guide, modify, and adjust curricular and instructional approaches.
D2.2. Teacher and Student Feedback: Teachers provide timely, specific and descriptive feedback in order to
support students in achieving learning goals, academic standards, college- and career-readiness standards, and
schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and learn about
the degree to which learning experiences are understood and relevant in preparing students for college, career, and
life.
D2.3. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators;
include supporting evidence.
Findings
Supporting Evidence
Math
Test corrections in MS Math after unit tests
Exit Ticket student feedback to guide and adjust future
instruction
Quizzes as checkpoints in unit understanding
Results of 2nd-semester grades and teacher recommendation
determines math placement
Science
Students demonstrate proficiency through quizzes, tests, lab
reports, projects, and presentations. Teachers of AP courses
use published material and guidelines from the College Board
to ensure that students are being assessed on appropriate
standards and criteria. Tests and quizzes are typically reviewed
shortly after administration/completion; laboratory reports
typically receive written feedback; and projects and
presentations receive written/verbal feedback based on rubrics
and/or other provided guidelines. Beyond assignment-specific
feedback, teachers discuss general trends in student
performance and progress through the curriculum so that
students can reflect on the relationship between their general
and topic-specific performance/progress and their goals for
college and beyond.
Social Studies
Frequent quizzes to check for student understanding of content
Writing assessments (academic paragraphs, CER responses,
and timed writing) to monitor student understanding of content
Math
Updated math placement policy
recently approved by Board
Science
The school addresses/supports the
assessment strategies described (left) by
providing formative educator
evaluations, supporting/guiding
department discussions, and supporting
an advisory structure that itself supports
academic performance and integrity.
Social Studies
Sample Multiple Choice Exam
Sample DBQ.pdf
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and development of historical thinking skills
AP teachers model unit assessments after the various
components of AP exams (i.e., multiple choice, DBQs, FRQs,
LEQs, and SAQs)
AP teachers use previous exam results to make changes to
instruction and lessons
Project Rubrics provide students with learning expectations
and feedback for future improvement
Feedback on Google Classroom assignment submissions,
comments on draft assignments and final submissions
Learning Services
Work with teachers to identify students who need additional
instruction
Build rubrics according to IEP goals
Conduct annual interim & ongoing initial IEP meetings to
identify students and re-establish new goals
English
Opportunities to make corrections to essays based on detailed
feedback provided to them.
Exit tickets to determine if learning objectives were met.
Writing and vocabulary assessments.
Rubrics to provide learning expectations and provide feedback
for students. AP exam practice with detailed feedback from
teachers
Quizzes on texts that are read with results of quizzes provided
in a timely manner and opportunities to retake.
Beginning and end-of-year reading assessments to determine
instructional needs for the following year. Support classes also
take it mid-year so teachers can alter instruction as needed.
FRQ Sample
Sample SAQ
Learning Services
Small group instruction with Learning
Specialists in English, History, and
Math
Writing rubrics for students with IEPS
IEP goals are developed that have
students work towards or meet
Common Core Standards.
Link to Rubric
Annual and ongoing IEP meetings to
establish goals/revisit goal progress -
students are present and provide
feedback on their needs and progress.
Exit students who no longer need
Learning Services based on testing and
goal achievement
English
FastBridge Reading Assessment (Fall)
FastBridge Reading Assessment
(Winter)
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World Languages
Teachers assess scholars with formative and summative
assessments to survey for scholar comprehension.
World Languages
Formative Assessment Examples: IXL
Spanish, quizlet, quizziz, and digital
workbooks
Summative Assessment Examples:
Paper quizzes, online quizzes,
Integrated performance assessments)
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ACS WASC Category D. Assessment and Accountability:
Synthesize Strengths and Growth Needs
Prioritize and list the strengths and growth areas for the criteria and indicators in Category D.*
D2.1. Demonstration of Student Achievement: Teachers use the analysis of formative and summative
assessments to guide, modify, and adjust curricular and instructional approaches.
Areas of Strength
1. Upon admission, all students take a reading/writing and math diagnostic for placement. Students
are assessed beginning and end of the year in their Math and Reading skills at the school-wide
level.
2. Purposeful use of math assessments to implement tutoring as an intervention.
3. Spanish diagnostic test in 6th grade for accurate placement
4. School Psychologist – rounds of assessments for caseload
5. Small student: adult ratios for math and reading intervention classes and supports
Areas of Growth
1. Use the math and reading data at the school-wide level to better determine areas of
strength/growth for students and to better help inform classroom instruction
2. There is a narrow focus on math interventions – to ensure student awareness of skills that must
be addressed.
3. Implementing Benchmarks for Spanish 1, 2, and 3.
4. Implement a school-wide writing assessment to track better the writing progress of students from
6th - 12th grade
5. Implement literacy skill-driven vertical alignment within disciplines and use common language
within grades to ensure students can translate across content areas.
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Chapter III: Self-Study Findings
Category E: School Culture and Support for Student Personal,
Social-Emotional, and Academic Growth
E1. Parent and Community Engagement Criterion
The school leadership employs a wide range of culturally sensitive strategies to encourage family and community
involvement, especially with the learning/teaching process.
Indicator
E1.1. Parent Engagement: The school implements strategies and processes for the regular involvement of all
stakeholder support groups in the learning and teaching process for all students.
E1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
Contract with Global Village/African Alliance to
provide interpretation and translation services to
ensure parents understand materials and
discussions about their scholars’ education.
Link translated documents
504-Link
PTA involvement
● Monthly PTA executive board and general
meetings,
● Parent volunteers for field trips and other
in-school events,
● Fundraising to support school activities,
● Teacher and staff appreciation event,
● Parent volunteers to assist with morning
trolley commute during the first week of
school
Parent workshops/presentations during PTA
meetings
Guest speakers present on topics of interest to
the parents such as mental health, food
resources, safety, substance abuse, health
screenings, financial literacy, technology
(using Aeries, ParentSquare, etc.)
PTA Meeting Slides 2/25/23
Scholar Spotlight during PTA meetings
Teachers and staff showcase scholars' academic
achievements and activities in and out of the
classroom
Volunteers (student and parent), tutors, mentors,
and interns assist with in-class tutoring and
one-on-one mentoring, as well as support during
field trips
● Mentoring program,
● Tutors and TAs supporting in the classroom,
● Interns that assist with front office tasks such
as directing students and visitors to the
appropriate areas, filing, contacting families.
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Mentorship Program
● Community member matched with scholar
● Available to all scholars
● Provides guidance, advice, and friendship
● Assistance with college and scholarship
applications
Re-established the School Site Council (SSC)
Group consists of Staff, teachers, parents, students,
and volunteers
-SSC Selection process
-SSC makeup
-SSC Agenda 1/30/23
Offer access to temporary Independent Study
Contracts upon request of parent and scholar
Perhaps redacted link to student/parent request for
independent study or contracts
Inclusiveness of multidisciplinary stakeholders
(psychologist, SPED teacher, gen ed teacher,
admin, parent, counselor, OT, PT, instructional
assistant, student, etc.) in mandatory assessment
and support process
IEP, 3-Year Evaluation, 504 Plans
Campus-wide use of ParentSquare
● Campus notifications,
● Teacher messages,
● Parent involvement opportunities
● Shared with parents in their preferred
language. Parents can respond in their
preferred language, and that message will be
translated for the teacher/staff.
● Weekly recorded messages sent to parents to
notify them of upcoming events and
important deadlines
Assignment and grade book details available to
parents through Aeries, and Google Classroom
Screenshot of site/ app
Senior Wheel internships & community service
projects connect the campus to greater community
Senior Exhibition
Rubric
EY MAPS Mentorship Program
A quarter of the Class of 2024 meet with mentors
from EY monthly for group mentoring.
Partnerships with local community groups such as
La Jolla & Golden Triangle Rotary
LPL
Various UCSD departments & organizations
La Jolla Playhouse
San Diego Public Library
Presentations & awards
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E2. School Culture and Environment Criterion
The school leadership focuses on continuous school improvement by providing a safe, clean, and orderly place that
nurtures learning and developing a culture that is characterized by trust, professionalism, equity, and high
expectations for all students.
Indicators
E2.1. Safe, Clean, and Orderly Environment: The school has existing policies and regulations and uses its
resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety and Uniform
Complaint Procedures.
E2.2. High Expectations/Concern for All Students: The school culture demonstrates caring, concern, and high
expectations for all students in an environment that honors individual differences, social emotional needs, and is
conducive to learning.
E2.3. Atmosphere of Trust, Respect, and Professionalism: The entire school community has an atmosphere of
trust, respect, equity, and professionalism.
E2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
Campus develops and implements pre-referral interventions in
a progressive discipline process that is socially emotionally
oriented
Aeries intervention records, behavioral
plan documents, incentive systems (ie:
kindness, respect, and excellence
tickets)
The Preuss Way: TPW is woven into various stakeholder levels
on campus from staff/faculty professional development
trainings to classroom discussions, and also at the library
programming level
Submitted TPW posters, posed TPW
materials (in classroom), TPW pd
slides
Web Filters during student use of internet
Variety of browser monitoring software utilized (Net Control,
Securly, Classwize)
Contracts with web filter services,
email updates prompted by pertinent
services
Google Suite for Education
Google classroom
Student Handbook
Physical copy, contract/money order
related to production of handbook
Trolley transportation: School provides/helps students to
acquire affordable trolley passes and maintains communication
regarding rider experience concerns
Student list of pronto card holders,
communications with mts, emails
containing mts feedback, mts agenda
items from past meetings,
documentation of volunteers that
helped direct trolley-goers at the start
of the year. Proof of any discount that
we were able to procure for student
recipients of pronto cards (ie, minutes
or emails), communications detailing
requests we have made of MTS (ie,
requests for more security or
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transportation personnel during peak
commute hours)
UCSD services
Field maintenance, facility
maintenance, COVID testing of
wastewater (Return to Learn
Dashboard), vaccination clinics on-site
Preuss Nurse Office
COVID-19 Policies/Protocols
Incorporating the use of UCSD volunteers and engagement
with community cultural as well as service events.
Student Clubs led by students and advised by teachers and
volunteer community members
Student Club list (Page 6 of Course
Description Booklet)
Advisory/ UP program cultivates caring and trust between staff
and students
Students and staff testimonials
Restorative Circles led by peer counselors
Presentation to middle school
Campus updated its air conditioning systems, maintains
thorough classroom sanitization procedures, abides by
governmental masking/social distancing policies in accordance
with emerging updates, engages in continuous testing, and
vaccination opportunities to support covid-related student need
as well as overall campus health. Campus Health Office
provides scholars testing kits and regularly communicates
testing resources with families, emphasizing a return to campus
and community spike-related inflection points, evincing a
rigorous system of monitoring public health updates and
concerns impacting student experience.
Identity Day-Led by ASB
Identity Day recap
Serenity Day-Led by ASB
Serenity Day recap
Campus uniform policy with recently expanded options instills
an environment conducive to learning, awareness of
professional expectations, helps students to foster a burgeoning
sense of respect for one another and themselves as well as for
what they offer in personal/professional development settings
as well as community unity
Student Handbook
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E3. Personal, Social-Emotional, and Academic Student Support Criterion
All students receive appropriate academic, social-emotional and multi-tiered supports to help ensure student
learning, college and career readiness and success. Students with special talents and/or needs have access to an
equitable system of personal support services, activities, and opportunities at the school and in the community.
Indicators
E3.1. Academic Support Strategies for Students: School leadership develop and implement strategies and
personalized, multi-tiered support approaches to meet academic student needs.
E3.2. Multi-Tiered Support Strategies for Students: School leadership develop and implement alternative
instructional options and personalized, multi-tiered approaches to student support focused on learning and social
emotional needs of all students.
E3.3. Multi-Tiered Systems of Support and Impact on Student Learning and Well-Being: The school leadership
and staff assess the effectiveness of the multi-tiered support system and its impact on student success and
achievement.
E3.4. Co-Curricular Activities: The school ensures there is a high level of student involvement in curricular and
co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and
career-readiness standards.
E3.5. Student Voice: Students deepen their sense of self and make personal and community connections that are
meaningful and relevant and allow students to become advocates for their own needs and supports.
E3. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include
supporting evidence.
Findings
Supporting Evidence
For each student with special needs, there is a
multidisciplinary team established to support their needs; team
members minimally convene one time a year to discuss
student goals/objectives, and progress on goals to include
social, emotional, academic, and vocational status, etc.) -
progress is monitored throughout the year
IEP, 3-year review, 504 plan, SST,
referral for assessment (Departmental,
learning services - samples available on
request)
Preuss Peer Counselors (formerly Chelsea’s Light Peer Corps)
Preuss Peer 2 Peer Counseling anchor
document
High School Advisory Units cultivate instruction, feedback,
and awareness regarding summer enrichment opportunities
that help students to envision themselves as collegiate learners
and capable, confident individuals by seizing opportunities to
take classes or engage in research in cohort-based program
settings at various the state as well as out of state schools
UP Scope and Sequence
Enrichment courses
Literacy and Math Enrichment at MS
and HS level. Additional Literacy
Focus pull-out group to work with
Literacy Specialist
Writers Workshop Classes
College and Workforce Coordinator
Reestablished position hired July 2022
Literacy Specialist
New position established August 2022
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School Psychologist
Yazmin Ghonaim
Variety of tutoring opportunities with classroom teachers at
lunch & after school
Sign-in sheets
Saturday Enrichment Academy (SEA)
Sign in sheets
Advisory/ UP Program supports student academic, social, and
emotional needs
Lessons shared on S drive, SEA
recommendations sheet, Advisor
attendance at parent meetings
California Healthy Kids Survey High /
Middle
Senior Wheel establishes high expectations for seniors and
prepares them for college and workforce
Senior Exhibition
Rubric
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ACS WASC Category E. School Culture and Support for Student Personal,
Social-Emotional, and Academic Growth:
Synthesize Strengths and Growth Needs
Prioritize and list the strengths and growth areas for the criteria and indicators in Category E.*
Areas of Strength
1. Wrap-around support for all students (Academic, Emotional, Social)
2. Clear, shared Mission and Vision
3. Tutoring Support
4. Interdepartmental and faculty/staff-parent communication
5. Student Clubs
6. Growing Athletics Department with a variety of sports offerings for high school
7. Fostering student awareness of summer programs, volunteer opportunities, and organizations that
proactively enhance their likelihood of having a range of collegiate options and supports
8. Nurturing, caring, and supportive staff
9. Provide on-site therapy services
Areas of Growth
1. Non- Academic time to support relationship building
2. A comprehensive transportation plan
3. Updated/ modernized facilities
4. Increased mental health supports to balance the academic rigor and societal stressors
5. Additional support for students onboarded as Preuss Scholars after the 6th-grade year
6. Additional and/or available space/rooms for testing, assessment, and individual or small group
support
7. Provide more consistency for our students by minimizing the time it takes to fill positions.
8. Health and wellness center with staff to provide mental health services, other health needs, and
social services
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Chapter IV: Summary from Analysis of
Identified Major Scholar Learner Needs
The Preuss School’s SPSA (School Plan for Scholar Achievement) was created during the 2017 WASC
visit. The plan was not revised since the initial visit. Today the Preuss Big Picture shows how several big
parts of the organization will interact to create our success (Figure 4.1). The SPSA will be incorporated
into our strategic plan, F4ST (Foundation for Scholar Transformation). The F4ST is our working strategic
plan that feeds into our LCAP (Local Control Accountability Plan).
Looking more closely at the F4ST, there are three focus areas, building a culture of community and
collaboration, high-quality teaching and learning, and creating a school structure that allows for the
development of scholar-centered systems (Figure 4.2). The goals generated from Preuss School Self-Study
will be added into these focus areas. During our annual review of the F4ST, there could be revisions that
change the focus areas. The Preuss School Self-Study data will be a part of that review.
Figure 4.1 (Preuss Big Picture graphic)
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Figure 4.2 (Focus areas of the F4ST)
Like other schools, The PreussSchool UC San Diego experienced a major disruption to the continuity
of instruction when it transitioned to and from distance learning. The programs and educational gains
made before the school closures, which were ordered in response to the COVID-19 pandemic, were
quickly wiped away by the challenges scholars, faculty, and staff faced during distance learning. The
pandemic highlighted existing inequities and exacerbated opportunity and learning gaps for scholars.
The challenges implied by the demographic profile of the school continue to be real and palpable and
impact our scholars' achievement. The COVID-19 school closure and subsequent restrictions led to
unprecedented academic and social learning conditions. While these conditions affect individual
scholars in different ways, we know, based on our ongoing work and data, that we need to continue to
support each scholar. Some scholars are struggling, and it is important that we have intervention
systems in place to help them as early as possible so that they can be successful academically and
emotionally. We also know that helping individual scholars to thrive requires resources from our faculty
and staff – time, training, and curricular and instructional tools. Finally, we know, as school returns to
in-person from distance learning, that our scholars need to feel connected. They need to feel balanced
and well, and most importantly, they need to feel safe. We have worked hard to grow in these areas, but
we can always improve, and we are excited to try some new strategies this year, along with introducing
new staff to support our scholars’ social-emotional well-being.
Based upon a review of scholar achievement outcomes and the schools’ programs, the school team
identified the following major scholar learner needs:
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Major Scholar Learner Need #1: Increase the school's mental health awareness and provide all
scholars with a social-emotional education that increases their likelihood of achieving their goals.
The educational landscape has changed. We have all experienced something that has never occurred in
modern civilized human history. The Covid pandemic disrupted all aspects of our lives. The disruption to
the education of this generation was at a level that few were poised to handle. Research has shown that the
pandemic was especially difficult for families earning what has been classified as low. Preuss scholars are
among those that experienced struggles during the pandemic. Many scholars have expressed mental health
issues and behavioral concerns upon returning to school. Faculty and staff have noticed changes in how
scholars interact with one another, how they behave in class, and thinking about their future.
The Preuss School is fortunate to have resources that can be redirected to mitigate these behaviors' negative
impact on our scholars. Three academic counselors break up the scholars by alphabet to provide support.
A College and Workforce Coordinator works with faculty and staff to facilitate the college readiness
program. A new Family Support Specialist is in place to support scholars and families. Our most impactful
support is our University Prep Advisory program. Scholars are assigned an advisory teacher when they
enter the sixth grade and remain with the advisor until graduation. In these classes, we can incorporate
different lessons to support the social-emotional development of our scholars.
Progress on this Major Scholar Learner Need (MSLN) will be measured using various indicators. A
detailed MTSS program would indicate a systemization of support that would show a dedication to this
need. Evidence of curriculum used in the University Prep Advisory program that supports social-emotional
development would indicate efforts to teach our scholars the needed skills. Regular scholar surveys could
provide valuable insight into the mental health of all our scholars.
Major Scholar Learner Need #2: All scholars perform grade-level literacy and numeracy skills.
Scholars who have experienced a loss of in-person education will be in our system until the graduating
class of 2035. We must stop referring to the pandemic and equating it to learning loss. The Preuss School
has a strong mission statement. The mission statement is why the school was founded. For us to complete
the mission for our scholars, they all must perform literacy and numeracy skills at grade level. In the
2023-2024 academic school year, The Preuss School will have a literacy and numeracy specialist in place.
This will allow for the coordination of all of our math and English support classes and for every scholar to
receive benchmark data that will be used to support their progress toward grade level.
Progress on this MSLN will be measured by indicators created by the literacy and numeracy specialists.
Major Scholar Learner Need #3: Provide modern campus facilities that support the growth and
development of all scholars.
In August 2000, Preuss moved to its new campus at the northeast corner of the UCSD campus. The
campus has experienced some additions, most recently adding a fabrication laboratory in August 2021.
The school upgraded classroom technology the same year by installing smart screens in all classrooms.
As Preuss prepares scholars for the second half of the twenty-first century, the need to have modern
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facilities serves several purposes. As a school of choice, The Preuss School competes with other schools
across the county for scholars. Having a facility as modern as their local school with similar amenities will
factor in the scholar’s school selection process. Providing our scholars with more programs will also help
recruit new scholars. As the school increases program offerings, there is a need for more classroom space
and customized spaces. Some locations needing modernization are the fitness center, art room, music
room, teacher workroom, ASB Store, ASB room, video production studio, wellness center, and Manchester
field.
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Chapter V: Schoolwide Action Plan
F4ST (Foundation for Scholar Transformation)
Preuss School UC San Diego LCAP Goal Alignment:
The Preuss School UC San Diego is a 6-12 public charter school authorized by the San Diego Unified
School District. The Preuss School, therefore, works as a district entity and a school site. The Preuss
School has developed a strategic plan, F4ST (Foundation for Scholar Transformation). The F4ST serves as
the school’s LCAP in operational form. The F4ST provides greater detail adding objectives, projects, and
key performance indicators (KPIs).
LCAP Goal 1 / F4ST Focus Area - Building a Culture of Community and Collaboration: Building a
culture of community and collaboration - We will recruit, hire, develop, and retain team members who
exemplify our values and ensure our ability to achieve our mission. We will coordinate and organize our
time to collaborate to ensure our ability to achieve our mission. We will build a Multi-Tiered System of
Support (MTSS) for all scholars.
School WASC goal #1: Increase the school's mental health awareness and provide all scholars with a
social-emotional education that increases their likelihood of achieving their goals.
The School WASC goal #1 will become an objective under the F4ST Focus Area: Building a Culture of
Community and Collaboration. The objective will be assigned an owner (faculty/staff member responsible
for updating the objective and projects under it.) The objective will have a budget, local indicator, and
reports addressed. All projects will have similar assignments. Reports can be generated within the
Cascade software.
Rationale/Learner Needs to be Addressed: There are eight objectives within the Focus Area, Building a
Culture of Community and Collaboration. The first step in building a culture is to have a healthy
community. Addressing the mental health and social education of our scholars is critical. Adding this
objective will allow us to brainstorm projects to help us accomplish this objective and further our progress
within this focus area.
LCAP Goal 2 / F4ST Focus Area - High-Quality Teaching and Learning: We will provide high-quality,
core curriculum, teaching, learning, and assessment systems to ensure the actualization of The Preuss
School UC San Diego graduate profile for every scholar.
School WASC goal #2: All scholars perform grade-level literacy and numeracy skills.
The School WASC goal #2 will become an objective under the F4ST Focus Area: High-Quality Teaching
and Learning. The objective will be assigned an owner (faculty/staff member responsible for updating the
objective and projects under it.) The objective will have a budget, local indicator, and reports addressed.
All projects will have similar assignments. Reports can be generated within the Cascade software.
Rationale/Learner Needs to be Addressed: There are eleven objectives within the Focus Area,
High-Quality Teaching and Learning. The objectives are divided among the departments at the school.
This objective will have two projects underneath that will be assigned to the literacy and numeracy
specialists. Under these projects will be the KPIs that will be decided in collaboration with all departments
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during an Instructional Services Team meeting. Adding this objective and projects will allow us to
brainstorm KPIs that will help us accomplish this objective and further our progress within this focus area.
LCAP Goal 3 / F4ST Focus Area - Creating a school structure that allows for the development of
scholar-centered systems: The Preuss School UC San Diego is structured to provide the daily facility
operations, administrative leadership, business services, and the human resources support needed for every
student to achieve our vision.
School WASC goal #3: Provide modern campus facilities that support the growth and development of all
scholars.
The School WASC goal #3 will become an objective under the F4ST Focus Area: Creating a school
structure that allows for the development of scholar-centered systems. The objective will be assigned an
owner (faculty/staff member responsible for updating the objective and projects under it.) The objective
will have a budget, local indicator, and reports addressed. All projects will have similar assignments.
Reports can be generated within the Cascade software.
Rationale/Learner Needs to be Addressed: Within the Focus Area, there are four objectives: Creating a
school structure that allows for the development of scholar-centered systems. This objective will have
several projects underneath that will be assigned to various faculty and staff members. Adding this
objective will allow us to brainstorm projects to help us accomplish this objective and further our progress
within this focus area.
Ongoing Follow-Up Process
The F4ST will be going through an update later this spring. The company (Cascade) has added features
that will make updating even easier. After updating the software, we will take time in departments to work
on our assigned elements. Updating the F4ST will be added to our assessment calendar. During our
monthly IST meetings, we will have a standing agenda item where departments will share their progress
with their F4ST, ask questions, and get help with the process. Reports from the F4ST will be used to
populate the LCAP template.
Self-Study Alignment
Learner Need
SLO-Grad Profile
SPSA -F4ST
LCAP
(State)
Increase the school's
mental health
awareness and provide
all scholars with a
social-emotional
education that increases
their likelihood of
achieving their goals.
SLO #2: scholars will
demonstrate effective
communication skills.
SLO#3: scholars will
make sound choices in
diet, exercise, and
lifestyle, including
behaviors to strengthen
mental health to become
healthy balanced
individuals.
Building a Culture of Community
and Collaboration: Building a
culture of community and
collaboration - We will recruit, hire,
develop, and retain team members
who exemplify our values and ensure
our ability to achieve our mission.
We will coordinate and organize our
time collaborating to ensure our
ability to achieve our mission. We
LCAP
Goal 1
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will build a Multi-Tiered System of
Support (MTSS) for all scholars.
All scholars perform
literacy and numeracy
skills at grade level.
SLO #1: scholars will
acquire a core of
knowledge based on
standards to graduate as
knowledgeable, critical
thinkers.
High-Quality Teaching and
Learning: We will provide
high-quality, core curriculum,
teaching, learning, and assessment
systems to ensure the actualization of
The Preuss School UC San Diego
graduate profile for every scholar.
LCAP
Goal 2
Provide modern campus
facilities that support
the growth and
development of all
scholars.
SLO #1: scholars will
acquire a core of
knowledge based on
standards to graduate as
knowledgeable and critical
thinkers.
SLO #2: scholars will
demonstrate effective
communication skills.
SLO#3: scholars will
make sound choices in
diet, exercise, and
lifestyle, including
behaviors to strengthen
mental health to become
healthy balanced
individuals.
SLO#4: scholars will
learn to become global
citizens through skills of
cooperation, collaboration,
negotiation, managing
interpersonal
relationships, and
embracing diversity in
various settings.
Create a school structure that
allows for the development of
scholar-centered systems: The
Preuss School UC San Diego is
structured to provide the daily
facility operations, administrative
leadership, business services, and the
human resources support needed for
every student to achieve our vision.
LCAP
Goal 3
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Appendices:
A. Local Control and Accountability Plan (LCAP)
B. Results of student questionnaire/interviews (Spring 2023 Senior Exit)
C. Results of parent/community questionnaire/interviews
D. The most recent California Healthy Kids Survey High School / Middle School
E. Master schedule
F. Approved AP course list
G. UC a–g approved course list
H. California School Dashboard performance indicators
I. School accountability report card (SARC)
J. CBEDS school information form
K. Graduation requirements
L. Budgetary information, including school budget
M. Glossary of terms unique to the school.
N. Links to Preuss Documents
a. Admissions Application, 2023
b. A-G Approved; Course List
c. Course Description Booklet
d. School Calendar Bell Schedule
e. Grade Reporting Calendar
f. Testing Schedule
g. LEA Plan F4ST (Foundation for Scholar Transformation)
h. Insight Newsletter
i. The Preuss School Board Members
j. Faculty and Staff, 2022-2023
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