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Demographics
Nicolas Junior High, located in Fullerton, California, serves 615 students in grades 7 and 8. The school’s goal is to create a safe, supportive, and high-performing learning environment. It has achieved High Reliability Schools certification Levels 1 and 2 and is pursuing Level 3.
615 students
- 87.8% free or reduced lunch
- 21% English learners
Nicolas Junior High School's Challenge
Nicolas Junior High School set out to change its reputation—from a school once overlooked to one students are proud to attend. With a large proportion of economically disadvantaged students and significant staff turnover, Nicolas Junior High School struggled to achieve a stable learning environment. Students assigned to attend Nicolas routinely transferred to other area schools. Those attending the school exhibited behavior problems and inconsistent attendance. Nicolas previously pursued High Reliability Schools (HRS) certification, but with constant changes, including three principals in one calendar year, leaders were unable to establish sustainable systems. When current principal Jose Varela and assistant principal Dr. Maria E. Garcia came on board, they realized they had to “start from scratch.”
They recommitted the school to implementing the HRS framework, focusing not only on the content of each level, but on the overarching importance of continually collecting data and adjusting in response, distributing leadership and responsibility, and building enduring structures for success.
Implementation
“Student recognition is highly important, and it has paid off.”
Nicolas staff began their renewed HRS journey with a commitment to building a safe and supportive environment. Varela and Dr. Garcia gathered data from staff and students to identify growth areas and clarify how initiatives, such a behavior supports, align with HRS goals.
At HRS Level 1, teachers implemented a ticket system and quarterly rewards to recognize positive behavior and effort, helping students feel respected and appreciated, which in turn made them more engaged in the classroom. “Student recognition is highly important, and it has paid off,” Dr. Garcia said. The school also implemented forums for parent feedback and a student committee to provide input on schoolwide issues.
At HRS Level 2, leaders prioritized instructional improvement by first focusing on relationships and trust. Teachers set growth goals around creating welcoming classrooms, gradually moving toward instructional goals as confidence grew. Collaborative team time became more focused on instruction, and non-evaluative classroom visits encouraged collaboration and shared expertise.
Nicolas leaders set clear expectations for teachers, students, and administrators for each HRS indicator and tracked progress through surveys, focus groups, and observations. “We had a lot of great silos,” Dr. Garcia explained. “But we wanted everyone to share these strategies.” Students also participated in learning walks. “Their feedback was beautiful,” Dr. Garcia said. Leadership was distributed across staff, empowering multiple leaders. “We all created this,” Dr. Garcia noted, “focusing on processes and systems to ensure improvements endure beyond any single administration.”
“By setting systems in place, we know we can continue to be successful,” Varela explained. “When a new principal comes in, they will have to adapt to the systems the school has in place rather than the school adapting to the principal.”
Nicolas achieved HRS certification at Levels 1 and 2 and is pursuing Level 3. This work continues to be guided by the school’s “CARE” values: Caring, Always Safe, Responsible and Respectful, and Empathetic.
Results
Beyond improving staff and student engagement and perceptions of the school, Nicolas educators’ ongoing work on culture, instruction, and curriculum has also produced tangible positive results in terms of student outcomes. From 2023 to 2024, Nicolas students’ scores on the California Assessment of Student Performance and Progress (CAASPP) increased by an average of 15.9 points in English language arts and 9.7 points in math. The percentage of students who met or exceeded the grade level standard for ELA increased by 4.4%, while the percentage who met or exceeded the standard in math increased by 1%. Meanwhile, chronic absenteeism declined 5.1%, and the suspension rate declined 2%.
Nicolas also achieved dramatic improvements in English language acquisition for the large proportion of its students classified as English learners (EL). From 2019 to 2024, the percentage of English learners who progressed at least one English Learner Progress Indicator (ELPI) level more than doubled from 32.3% to 65.7%—a remarkable 33.4 point increase in language growth over five years on the English Language Proficiency Assessments for California (ELPAC).
While acknowledging the progress the school has made, Principal Varela noted that their goal is to keep improving. “We’re proud of our accomplishments,” he said. “But we’re nowhere near done.”
Student Progress in English Language Acquisition*
*Data retrieved from https://www.caschooldashboard.org/reports/30665066028104/2024/academic-performance#english-learner-progress
**ELPI: English Learner Progress Indicator
Why High Reliability Schools?
Dr. Marzano’s vision for K–12 education is simple: The vast majority of schools can be highly effective in promoting student learning. To show how, he created the Marzano High Reliability Schools framework. This framework, based on 40 years of educational research, defines five progressive levels of performance that a school must master to become a high reliability school—where all students learn the content and skills they need for success in college, careers, and beyond.
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