Replicable Practices

• Common formative assessments are given in core classes to inform instruction and identify students for intervention.

• Study hall period during the school day provides for intervention, re-teaching, and enrichment on a timely basis. The needs of ELLs, special education students, and students assigned to Homework Tank are addressed during this period.

• The master schedule allows for core teachers to share a common prep period with grade level colleagues facilitating discussion of curriculum and lesson planning.

• Teachers benefit from district staff development days, department, team, and grade-level collaborative time, as well as full release days for unit planning. Twice yearly, the school provides collegial coaching where teachers observe their colleagues.

• Jepson utilizes the CDE Early Warning and Intervention System to identify potential dropouts.

• Students are supported by one counselor per grade level, a youth resource officer from the local police department, and counselors from The Children’s Nurturing Project which provides in-depth counseling.

• Student leaders provide a program entitled PRIDE SESSIONS, which involves peers teaching other students organization and study skills.

• Staff trained in Sheltered Instruction Observation Protocol (SIOP) meet during planning days to focus on embedding ELD standards, explicit vocabulary instruction, and integrating reading strategies into instruction.

• In addition to using ELAC meetings to reach out to Hispanic families, Jepson partners with the local Catholic Church to send a representative to the Spanish mass to present information and answer questions.