Roseville High School

Mission Statement

We will prepare all students for post-secondary education.

Vision Statement

In order to fulfill the fundamental purpose of ensuring that all students are prepared for post-secondary education, we are dedicated to creating a school in which…

Curriculum & Assesment

• Teachers engage in the on-going development, evaluation, and implementation of essential learnings for all courses.
• Teachers use formative assessments to guide instruction and measure student progress.
• Teachers use common formative and summative assessment data to guide instruction and monitor student achievement.

School Culture

• We value and reward diligence and achievement for all students, and we encourage all students to prepare for college and career.
• All students form positive connections with RHS through academics, athletics, arts, clubs or other productive, organized school activities.
• RHS has a friendly and collaborative staff that places emphasis on learning by modeling and consistently enforcing rules.
• RHS students are spirited participants in a multicultural, supportive, learning community that values all forms of achievement: academ-ic, athletic, social, and cultural.
• Parent and community involvement forms an integral part of the educational process and provides a channel for carrying on rich traditions.
• Staff, parents, and students communicate regularly and effectively in order to support student success.

Student Learning

• Students complete UC/CSU a.-g. admission requirements, experience cross curricular interactions, and participate in real-world curricular connections.
• We help students explore all post-secondary options.
• In collaboration with their parents and counselors, students develop a 4-year plan that includes rigorous coursework in core and elective areas.

Teacher Development

• Positive staff and student relationships support student success.
• Teachers work interdependently to share successful educational practices and to develop teacher potential within a professional learning community.
• Professional development provides support and resources for teachers as they work to improve student achievement.

Support System

• We develop both classroom and schoolwide commitment to learning supported by a systematic pyramid of interventions.
• Structures for student support and intervention occur within the regular school day.
• Teachers work collaboratively to create differentiated interventions for intentional non-learners and failed learners.

District Goals
2009-2010 School Year

1. Increase by 3 percentage points the number of graduates who complete A-G requirements.
2. Develop and implement two or more CTE programs of study at each site.
3. Analyze, evaluate, revise and achieve 100% implementation of current district-wide end-of-course common assessments and develop and implement new assessments in additional core academic areas. (Eng. 11/12, Government/Economics, Spanish 3, Algebra 2/Integrated 3, and Earth Science)
4. Decrease by a minimum of 5 percentage points the number of students receiving Ds and Fs in English 9, Algebra I, and Geometry courses
5. Train and develop five additional PLC facilitators at each site to implement methods and strategies of professional learning communities.
6. Meet mandated proficiency rates for CAHSEE with all significant subgroups on 10th grade census tests.

Roseville High School Critical Academic Needs
2009-2010 School Year

1. Close the achievement gap. Significant subgroups at RHS (socio-economically disadvantaged students, Hispanic students, English learners, and students with disabilities) score well below the general student population and the subgroup of white students. In fact, these subgroups’ CAHSEE and CST scores will fall below the NCLB-mandated targets within the next year or two if we cannot improve their performance.
2. Improve student performance in English and mathematics. CAHSEE score trends for RHS students in both English and math indicate that RHS students will fail to achieve mandated score levels sometime around 2010-2012 in both English and math. Furthermore, approximately 10% of RHS’s graduating Class of 2008 failed to meet U. C. a-g admission requirements because they did not take or did not pass advanced math classes.
3. Increase the percentage of our graduating seniors prepared for productive post-secondary options. In our best year in the last decade (2007-2008), just under half of our graduating seniors had completed the U. C. a-g requirements for U. C. or C. S. U. admission or had completed a series of CTE classes to prepare them for admission into a trade or technical school.