West Contra Costa Unified School District Hercules High School€¦ · West Contra Costa Unified School District . Hercules High School . SINGLE PLAN FOR STUDENT ACHIEVEMENT . 2013

West Contra Costa Unified School District

Hercules High School

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2013 - 2014

Board Approval Date:

Contact Person: Jen Bender

Principal: Jen Bender

Telephone Number: (510) 231-1429

Address: 1900 Refugio Valley Road

Hercules, CA 94547

E-mail address: [email protected]

3/26/2014

BOARD OF EDUCATION 2013 - 2014

CHARLES T. RAMSEY, President

TODD A. GROVES, Clerk

RANDALL ENOS, Member

MADELINE KRONENBERG, Member

ELAINE R. MERRIWEATHER, Member

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Safety, Library, Technology Assurance Page

Executive Summary

Stakeholder Involvement

System-wide Barriers

QEIA Checklist/Monitoring and APS (Helms - Only)

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Required Strategies

Implementation of CCSS

ELA #1

ELA #2

Math #1

Math #2

Science

History/Social Science

Educationally Disadvantaged Youth #1

English Learners #1

Extended Learning #1 (Only required for Title I schools)

Attendance

Health and Safety

School Climate #1

Optional Strategies

Physical Education

Visual and Performing Arts

Educationally Disadvantaged Youth #2

Special Education

English Learners #2

School Climate #2

Coordination of Services Page

Agreements

Centralized Services

School Site Council (SSC) Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and

assures the board of the following:

1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state

law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those

board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting

this plan (Check those that apply):

[ ] School Advisory Committee for State Compensatory Education Programs

[ ] English Learner Advisory Committee

[ ] Community Advisory Committee for Special Education Programs

Other (list)

department leads

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for

Student Achievement and believes all such content requirements have been met, including those found in district governing

board policies and in the Local Improvement Plan.

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a

sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council on: 11/14/13.

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2013 - 2014 school year, using the WCCUSD monitoring process.

Attested:

Jen Bender

Typed name of school principal Signature of school principal Date

Typed name of SSC chairperson Signature of SSC chairperson Date

West Contra Costa Unified School District

Hercules High School

2013 - 2014

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on*:

Identify

Chair

Person:

Parent/Community Members

#1 Andrew Walters 6/11/14 [X]

#2 Lenson Wong 06/11/15 [ ]

#3 Madeline Cope 06/11/15 [ ]

Student Members

#1 Shawn Culpepper 06/11/14 [ ]

#2 Melissa DeCastro 06/11/15 [ ]

#3 Tiffany Farmer 6/11/13 [ ]

School/Other Members

Tchr #1 John Crosby 6/11/14 [ ]

Tchr #2 Baener Lucas 6/11/14 [ ]

Tchr #3 Michael Hudson 6/11/14 [ ]

Tchr #4 Mary Dominiguez 06/11/15 [ ]

Other Catherine Floresca 6/11/15 [ ]

Principal Jen Bender 6/11/15 [ ]

Membership Composition:

Secondary (12 total)

1 Principal

4 classroom teachers

1 other school staff

3 parents/community members

3 students

* Indicate “n/a” if your council does not have SSC Bylaws that specify term limits.

Assurances Regarding the School Safety Plan

The principal’s signature verifies that Hercules High School has reviewed the school Safety Plan for 2013 - 2014.

The plan [ ] was [X] was not updated. Key elements of safety, emergency and crisis preparedness were reviewed and discussed with

all school faculty and staff.

Jen Bender


Assurance Regarding the Library Plan

The principal’s signature verifies that Hercules High School has reviewed the district Library Plan for 2013 - 2014.

Jen Bender


Assurance Regarding the Technology Plan

The principal’s signature verifies that Hercules High School:

[X] will develop a Technology Plan for 2013 - 2014

[ ] has updated the Technology Plan for 2013 - 2014

Jen Bender


Executive Summary

Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2013 - 2014

WCCUSD Goals. Our school establishes programs, activities and actions which are designed to continually address these

goals.

GOALS:

Equity: Implement fair, evenhanded district and school level policies, practices, and actions that ensure each student counts, all

students can learn, district resources are developed and deployed based on recognition and acknowledgement of the needs and

strengths of each student, and all stakeholders are valued members of the WCCUSD community.

PLEASE NOTE: the following acronyms will be used below to distinguish between the entirety of the campus or the "sides" of

the campus.

• HMHS: Hercules Middle High School • HMS: Hercules Middle School • HHS: Hercules High School

EQUITY GOALS

1. Decrease the HS achievement gap between Filipino/ Asian and Hispanic or Latino/ African American , while increasing

scores for all subgroups. For 2012-2013 this gap was widest between between Asian and African American with a 198

point differential. The decrease in gap should be done while increasing all scores. (THIS IS ALSO A WASC GOAL)

2. Decrease the number of suspension by 20%. For 2012-2013 there were 69 suspensions, the goal is 55 suspensions.

3. Decrease the percent of suspensions given to African Americans to be more in line with their percent of the enrollment. For

2012-2013 over half of suspensions were for African Americans, while they were 25% of the population.

Multiple resources are available to assure equity for all students at HMS

• College and career guidance counseling • College and career services • Equity walk-throughs & culturally relevant pedagogy • Health Center (HC) & the S3 grant

COLLEGE AND CAREER GUIDANCE COUNSELING

Guidance to all students from counselors is available on an ongoing basis, including an open door policy, both before and after

school and at lunch time. Counselors assist students to choose programs appropriate to their interests and goals through

counselor classroom visits to discuss course selection in the spring, individual counseling as issues arise, and student

requests. Those students who are not successful in their academic subjects are called into the counselors office for a

meeting that includes their parents.

Counselors visit eighth grade classrooms to discuss class choices for high school and to present information relative to college

admission, scholarships, and financial aid. A path to college is presented to students at this time. Parental involvement is

encouraged through parent/counselor conferences, both on a formal and informal basis as well as parent outreach nights.

Additionally, students receive a progress report and report card each quarter to help students stay on track to meet

requirements.

COLLEGE AND CAREER SERVICES

The two school counselors arrange for regular visits from different forms of secondary education and career opportunities:

these include public and private 4-year colleges, 2-year community colleges, trade and tech institutions, and the military.

Counselors in combination with clerical support staff gather and disseminate scholarship, financial aide, and deadline

information. Resources from these institutions and for the scholarships can be found in the college and career center. The

center is not currently supported with its own staff, but funding is being sought for a this position.

EQUITY WALK-THROUGHS AND CULTURALLY RELEVANT PEDAGOGY

HHS participates in district equity walkthroughs: a process in which a group of teachers, administration, and classified staff

visit a series of classrooms to look for the implementation of equity-based practices. The data from these walk-throughs is

used to guide the EDY #2 (Daily use of culturally responsive practices both inside and outside the classroom) and Climate

#1 (daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality

in referrals and suspensions and increase the positive engagement of all students) sections of the SPSA. These sections of

the school plan are driven by data and address current inequities in student achievement.

HEALTH CENTER (HC) & THE S3 GRANT

The High School side of the HMHS campus received a state Safe & Supportive Schools (S3) grant starting in the spring of

2012. The grant is comprehensive in his scope however it is focused on the HS side. The MS does receive some support

through the health center. The HC addresses:

• HMHS access to physical health services including the mobile clinic and referrals to outside agencies • HMHS access to mental health services including individual and group counseling • Anti-bullying campaign, including peer-to-peer mediation, outside agency presentations, and education • Anti drug and tobacco support • Use of non-punitive discipline models based on restorative practices

Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full range of

student needs and results in all students being prepared for a successful life.

STUDENT ACHIEVEMENT GOALS:

1. Increase the HS school-wide API score. For 2012-2013 this was 727

2. Increase the AP pass rate.

3. Increase the proficiency rate on the ELA CST

4. Increase the proficiency rate on the Math CST

Hercules High School maintains a rigorous and broad range of instructional programs to support meeting students where they

are and moving them to even great achievement. These programs include:

Intervention

• Intervention in reading through Read 180 • Math tutoring • RSP/NSH Algebra 1 support class • RSP co-teaching in English and math • 180 program, an after school program working with a cohort of under-served youth

Enrichment

• Advanced and AP classes • Yearbook • Newspaper • Leadership class • Band • Orchestra

COLLABORATION (a WASC GOAL)

The site is working to create consistent teacher collaboration both across and within departments. Currently the site has 2

Wednesdays a month focused on collaboration: one is common core, the other is for WASC. Currently collaboration

outside of these Wednesdays is focused on the common core focus area as outlined in the SPSA content area sections.

The HS currently has an Instructional leadership Team (ILT) composed of dept members focused on addressing instructional

issues on the campus.

Accountability for All: Build a system of accountability for all that nurtures a culture where all administrators, teachers, district

employees, families, students, and community members are accountable for their roles in improving student achievement.

ACCOUNTABILITY GOALS

1. Increase the opportunities for site-level distributed leadership

2. Increase the perception of transparency at the site

3. Increase the communication opportunities in all directions

DISTRIBUTED LEADERSHIP

For 2013-2014 HMHS has theses leadership opportunities on the campus:

• A HS specific SSC • A HS ILT, composed of elected members from each of the departments • A HS master scheduling committee

This organizational structure provides clear lines of communication between the faculty and administration about the

progress of the SPSA, facilitates the development and implementation of procedures to address issues in a comprehensive and

systemic manner, and ensures that instructional and administrative staff are focused on the school-wide goals.

TRANSPARENCY

• The SSC distributes notes and minutes, budgets, the SPSA plan, and monitoring of the plan documentation through email

to site stakeholders • The ILT members work with their departments to share information, gather feedback, and problem solve. The ILT

distributes notes and minutes through district email. • The administration articulates expectations for staff and students while creating a system of both staff and student

accountability through an updated teacher hand book and regular principal's updates

COMMUNICATION (THIS IS ALSO A WASC GOAL)

• The distributed leadership model creates opportunities for consistent communication between parents, staff, and admin • T he Principal sends home newsletters with the quarterly report cards • The Principal completes a weekly principal's update both as a phone call and web posting for what is happening on

campus • The admin is working to set up regular communication with the students through the leadership and journalism classes as

well as weekly announcements • The staff is working to update the faculty and student handbooks in order for the them to be accurate to what is

happening.

Safety: Implement strategies that ensure 1) safe, positive learning and working environments, 2) site preparedness for any crisis or

emergency.

SAFETY GOALS

1. Create a comprehensive Safety Plan for HMHS

2. Increase student and staff perception of safety and a positive climate as measured through the California Healthy Kids

Survey (students) and KEYS survey (staff)

3. Increase student access to whole-child services through the Health Center

SAFETY PLAN

Hercules High School is working to develop a comprehensive school safety plan that meets state requirements. The plan will

include:

• disaster and crisis procedures • safe entry and exit of students • procedures for disciplinary actions • the district sexual harassment policy • child abuse reporting procedures

POSITIVE CLIMATE

Additionally, campus-wide safety measures have been instituted requiring identification of all persons on the school campus at

all times. Students, teachers, administrators, and support staff wear identification badges and lanyards daily. Volunteers, and

visitors are required to check into the main office.

To ensure that the site is safe and that the climate of the school is one that promotes a culture of academic growth and

personal development, discipline infractions are handled as counseling opportunities. Discipline is moving from punitive to

restorative, meaning that actions are to promote student changes in behavior through deeply looking at self-control and

impact on the community from those directly effected to the community at large.

HEALTH CENTER INITIATIVES (from the equity section)

The High School side of the HMHS campus received a state Safe & Supportive Schools (S3) grant starting in the spring of

2012. While the district did not apply for HMS to receive a grant of similar focus for HMS, the HC has worked to support the

MS in initiatives regarding safe and supportive schools. These initiatives cover:

• MS access to physical health services including the mobile clinic and referrals to outside agencies • MS access to mental health services including individual and group counseling • Anti-bullying campaign, including peer-to-peer mediation, outside agency presentations, and education • Anti drug and tobacco support • Use of non-punitive discipline models based on restorative justice practices

Community Engagement: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning and provides for meaningful dialogue on critical issues. This will be fostered and

sustained on a district-wide level by continuously improving WCCUSD internal capacities and capabilities to engage all stakeholders.

COMMUNITY ENGAGEMENT GOALS (CREATING A STRONGER COMMUNITY IS ALSO A WASC GOAL)

1. Increase opportunities for community involvement in decision making

2. Increase opportunities for community presence on campus

3. Increase communication with the overall community

4. Continue to foster relationships with outside agencies

Past surveys of faculty and staff show the parents and local community to be one of our school's greatest assets. The school is

continually in the process of increasing the communication systems between the school and the community. A number of

formal groups and organizations are in place to provide opportunities of open and transparent communication.

COMMUNITY INVOLVEMENT IN DECISION MAKING

SSC: The School Site Council is a balanced body of school and community members who work to review the SPSA, budgets,

and the implementation of change at the site. Meetings are held monthly or more often as necessary.

HCP: The Hercules Community Partnership is a non-profit organization that includes parents, teachers, students, and

community members. Their goal is to support HHS in maintaining educational excellence by providing resources (human and

financial) to the school for students and teachers. In addition to regular meetings, representatives from HCP meet with the

Principal regularly to facilitate ongoing communication. HCP is also an important link in the school-to-home relationship. Its

aim is to facilitate better communication between school and home and encourage increased participation in school events.

Additionally, the administration meets with other parent/community groups (Music Boosters, Sports Boosters, Safety

Committee, and the Hercules Education Foundation) to increase the links and supports between home and school. The new

public library in Hercules has hosted faculty meetings to engage teachers in the Homework Center provided for students after

school. This is another support to the High School population by the community.

PRESENCE

• The site encourages community members to come to campus for after school campus events including sports, drama, and

music through use of the marquee and the quarterly news letter (goes out with report cards) • Students and parents are invited to attend special events including nights for college and career, HC events, and truancy

meetings through the connect ed calling systems. • The district volunteer process has been streamlined to allow for parents and other community members to more easily

become registered volunteers for the school and participate in study trips, classroom activities, and to support our clerical

and office staff.

COMMUNICATION (again, a WASC goal)

• The distributed leadership model creates opportunities for consistent communication between parents, staff, and admin • The Principal sends home newsletters with the quarterly report cards and clerical staff puts items of interest to the

community on the school marquee • The web site has been vastly updated to included various items including a weekly updated Principal's message. • The admin is working to set up regular communication with the students through the leadership and journalism classes as

well as weekly announcements

RELATIONSHIPS WITH OUTSIDE AGENCIES

• The HC is working with local CBOs such as CHA and Community Violence Solutions to increase mental and emotional

health support on campus • AHIT continues to increase there community industry connections and is working this year to broaden their list of

partners • The Ivy League Connection, supported by WCCUSD board members, continues to support HHS students and expand

their • We are working to strengthen our relationship with the Ed Fund and WCCAA around college and career support; with

the potential of bringing in CBOs through the WCCAA grant

One of the school's goals for the coming year will be more inclusion of parents in all things connected with the school, and

especially in developing an ELAC committee. The two ELD teachers will be directly involved in helping establish this group.

Stewardship: Continually strive to improve the effective and efficient use of financial and other resources. Stewardship is the wise

use of resources and the attribute by which the district can build and maintain public trust.

The authorization of expenditures will be transparent to the school community, SSC, and Instructional Leadership Team

(ILT). Groups are made aware of how targeted funds are to be used and funds are delegated to these appropriate uses.

Throughout the year, we focus on monitoring our use of all of our resources. We have systems in place for planning and

tracking our expenditures to ensure that we use our funds wisely and appropriately. All materials and equipment purchased

with our site funds are in use and accounted for at the end of each year.

Description of any grants (i.e., Scully) that are not under the purview of the SSC, yet contribute to the school’s path to

academic excellence:

Program Name: California Partnership Academy (CPA) grant for AHIT

Program Focus: AHIT, the Academy for Hospitality and International Tourism, is in the 2nd year of implementation. The

academy has both a 10th and 11th grade cohort of at least 30 students and will add a 12th grade next year.

Each cohort has common teachers in a tech course, science, English, and history. The majority of teachers

share a common prep period and are able to utilize CPA funding for instructional materials and student

study trips.

Program Name: Connect Ed/Linked Learning

Program Focus: WCCUSD has a grant with the Connect Ed/Linked Learning which supports the ongoing collaboration and

professional development of teachers in academies. Teachers are able to attend PD both with other

WCCUSD academies and at conferences with other academies around the state. The grant also allows for

WCCUSD academy coaches who work hand-in-hand with academy leads to support academies meeting

linked learning criteria for certification.

Program Name: S3 Grant

Program Focus: The S3 grant is site-based, state-funded grant focusing on the creation of a safe and supportive school

climate. The grant began in spring of 2012 and has full implementation this year. We have chosen to focus

the funding on a few areas: increasing access to mental health services including one-on-one and group

counseling, implementing alternatives to punitive discipline models including peer mediation and restorative

justice, and anti-bullying, drugs, and violence campaigns.

Program Name:

Program Focus:

Program Name:

Program Focus:

Program Name:

Program Focus:

SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze CST and local assessment

data

Process: Review of data through out the

school year

or Process:

Departments

Whole faculty Meetings

Instructional Leadership Team (ILT)

Step 2 Gather input from

(check all that apply)

[ ] GATE

[ ] ELAC

[ ] CAC

[X] Others

Department leads or delegates

ILT representatives

Process:

Continually occurs through out the

school year

Hears or reads instructional

department presentations throughout

the year

or Process:

Departments


Step 3 SPSA strategies development Process: departments focus is in the fall

of the school year and continue to be

monitored throughout the school year.

or Process:

Departments

ILT


Step 4 Budget development Process: Focus is in the Fall of the

school year.

or Process:

Principal submits a proposed budget to

the SSC for discussion and approval (the

budget is in line with the SPSA as it is

being developed)

SSC reviews budget various time during

the year

Step 5 Finalize and submit SPSA for

School Board Approval

Date: Feb 2014

Step 6 SPSA monitoring Process: On-going through out the

school year

or Process: Administration presents data to

the SSC

System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

[ ] Staffing: [ ]*

[ ] Facilities maintenance: [ ]*

[ ] Facility capacity (space for classrooms/programs): [ ]*

[ ] Safety: [ ]*

[ ] Materials availability: [ ]*

[ ] Technology: [ ]*

[ ] Fiscal Support: [ ]*

[ ] Compliance Support: [ ]*

[ ] Curriculum and Instruction Support: [ ]*

[X] Other: Ability to create a consistent collaboration

schedule for teachers.

[ ]* Working with the Staff and UTR to implement such a

system.

* A check in the box indicates that completion of this section requires additional central administrative department support.

Data Analysis

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Academic Data

Ch

oo

se 3

DIBELS:

[ ]Area of concern

[ ]Area of strength

Accelerated Reader/Star

Reading:

[ ]Area of concern

[ ]Area of strength

Benchmarks:

Describe data reviewed

[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

CAHSEE:

In 12-13 About 88.7% of

10th grades passed the ELA

CAHSEE and 84% of 10th

graders passed the math

CAHSEE

[ ]Area of concern

[X]Area of strength

AMAO Data:


[ ]Area of concern

[ ]Area of strength

CELDT:


[ ]Area of concern

[ ]Area of strength

Grade Count: (Secondary

Only)


[ ]Area of concern

[ ]Area of strength

GPA: (Secondary Only)

GPA fall in to 2 categories--

high or low, we do not have

a lot of middle ground.

[X]Area of concern

[ ]Area of strength

achievement gap

Credits Earned: (Secondary

Only)

We have a high percentage

of students who stay on

track to graduate.

[X]Area of concern

[ ]Area of strength achievement gap

Other:


[ ]Area of concern

[ ]Area of strength

Student Support Data

Ch

oo

se 2

Attendance:


[ ]Area of concern

[ ]Area of strength

Suspension

Suspension totals.

[ ]Area of concern

[X]Area of strength

For 11-12 the site had 151 suspension, for the 12-13 school

year we reduced this to 69 suspensions, a decrease of 56%.

The data shows that our concerted effort to offer alternatives

to suspension and to shift what a "suspendable" offense is

has worked to decrease suspensions and the amount of class

time that students miss.

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Parent/Community Survey:


[ ]Area of concern

[ ]Area of strength

Keys Survey:


[ ]Area of concern

[ ]Area of strength

Healthy Kids Survey:

The school connectedness

data

[X]Area of concern

[ ]Area of strength Our overall student connectedness data shows that our

students and in particular our sophomores do not fee

connected to school. In fact, the repeated theme is that

student do not feel that adults at school care about them. We

need to create class pro-active practices which support

student connectedness to school.

Other:


[ ]Area of concern

[ ]Area of strength

Other:


[ ]Area of concern

[ ]Area of strength

ACTION PLAN

REQUIRED SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement Transition Year

Common Core State Standards

Areas of Academic focus for transition to CCSS1

Model the writing of arguments for ELA, model the writing of arguments - History/Social Studies, Model and teach writing -

Science

Description of the above strategy:

Teachers will collaborate in department groups to create lesson and units plans that address the Common Core focus areas of

each department.

This strategy will address the specific learning needs of students in the following subgroups:

[X] African-American [X] Latino [X] EDY

[X] EL [X] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of Writing:

[ ] Written Conventions [X] Writing Strategies

[X] We have used this strategy for 0 year(s) and plan to continue the strategy this year because data shows (include findings

from the SPSA Monitoring form where available):

[X] This is a new strategy this year.

Action steps to implement the strategy:

By Early fall we will make sure all teachers are familiar with the Common Core Literacy standards across all curricular

areas

By Ongoing we will department heads will focus collaboration on instructional strategies and practices that support literacy

across the curriculum

By we will

By we will

By we will

By we will

Materials necessary to implement the strategy:

Focus Materials Cost

Program Specific for Student Use (001)

Parent (008)

Professional Dev (024)

Technology (001)

Library (006)

Annual Cost:

Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card Cost

Annual Cost

Professional development activities to implement the strategy:

Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost

Annual Cost

Teacher collaboration time to implement the

strategy: Frequency

Cost

Activity Weekly Monthly Other

teacher collaboration around instructional

strategies and assessments aligned with Common

Core

[ ] [ ] TitleII 7000

Annual Cost 7,000

Parent involvement activities to support the strategy Focus

Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost

Other Contracted Services, including assemblies and sports programs, to support the strategy:

Grad

e General Focus (e.g., museum, farm) Cost

Annual Cost

SPSA Monitoring: Focus

(must collect data from at least 2 focus areas)

Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Student writing in English, History/Social Studies,

and Science

[ ] [X] [ ] [ ]

Performance tasks in English and History [X] [ ] [ ] [ ]

Common Core State Standards

Summary of Costs

Materials

Total Expenditures:

Expenditures by Funding Source:

Title I

Additional Certificated Staff

Total Expenditures:


Title I

Professional Development

Total Expenditures:


Title I

Teacher Collaboration

Total Expenditures: 7,000


TitleII 7,000

Parent Involvement

Total Expenditures:


Title I

Other Contracted Services

Total Expenditures:


Title I

Student Achievement

English Language Arts - ELA #1

WRITING

Strategy to be used during the 2013 - 2014 school year:

MAJOR GOALS

• Increase 9-10 grade writing scores on the CAHSEE and SAT essays • Increase 11-12 grade scores on the Early Assessment Program (EAP) and AP exams

STRATEGY SPECIFIC GOALS

• Increase student expository, argumentative, and narrative writing opportunities • Increase student scores over the school year on writing of this type • Increase student scores on district-based assessments which have writing arguments

STRATEGY

• Teach all the standard modalities (expository, argument, narrative) of writing from the common core with an increasing

emphasis on persuasion and writing arguments.


To support ELs and under-served students in college preparedness, English teachers will concentrate on writing arguments.

To prepare students to write these types of texts, they will be reading more informational texts and non-fiction materials.

Teachers will agree as to which specific genres of writing will occur at each grade level, the rubric to be used and monitor

progress through data-oriented collaboration.


[X] African-American [ ] Latino [ ] EDY

[X] EL [ ] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of Writing:

[ ] Written Conventions [ ] Writing Strategies



[ ] This is a new strategy this year.


By November we will

Make agreements in the English department as to which writing genres each grade level will produce and inform all ELA

staff of these agreements.Peer observe.

Make agreements in Social Science and Science core departments as to what writing will be done to support this strategy.

By January we will try out these practices in the classrooms and complete the module for benchmark 1.

By March we will English department will present strategies used in Site Plan at an SCC meeting. Collaborate (a full day or after school hours) to evaluate and calibrate writing results

By beg of May we will Complete module 2 and benchmark 2, Review the rubrics for revision, collaborate to evaluate and calibrate the writing

results. Recruit students for the Expository Reading and Writing classes.

By end of May we will Review the strategy's effectiveness

By we will



Program Specific for Student Use (001) Writing texts focused on expository, narrative, and

argumentative writing LCFF--- 2135

Parent (008)


Technology (001)

Library (006) books for library LCFF--- 1500

Annual Cost: 3,635



subs for academic conferencing [ ] LCFF--- 2135

extra tchr hrs for PD and collaboration [ ] LCFF--- 4766

Annual Cost 6,901

Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card Cost

Annual Cost



Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost

Study trips to support the strategy:

Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost

Annual Cost


Grad


9-12 Contract for professional development for teachers LCFF--- 3500

Annual Cost 3,500



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Writing samples from each grade level with Rubrics

[ ] [X] [ ] [ ]

Writing benchmarks [X] [X] [X] [ ]


Summary of Costs

Materials



LCFF--- 3,635




LCFF--- 6,901

Additional Classified Staff

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I




LCFF--- 3,500

Student Achievement



MAJOR GOAL(Reading)

• Increase scores on the CAHSEE in ELA • Increase scores on the CSTs


• Increase student achievement on reading benchmarks • increase reading of nonfiction and informational texts in ELA classes (as evidenced in teacher agreements and lists of

texts)

STRATEGY

Systemic use of non-fiction and informational texts as readings in class.


English teachers will focus on increasing the skill of all students by concentrating on informational texts and non-fiction

materials; which are coming as part of the common core. Teachers will purchase ancillary materials to support this, peer

observe for instruction, and once per semester meet to review student achievement data.


[ ] African-American [ ] Latino [ ] EDY

[ ] EL [ ] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of:

[ ] Comprehension [ ] Vocabulary [ ] Other:

[ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from

the SPSA Monitoring form where available):



By December we will Purchase additional nonfiction and informational texts for use in 9th, 10th, and 11th grade.

By end of February we will Use the Peer Observation protocol in the department to observe use of teaching of reading of

informational texts.

By Ongoing we will Revisit the effectiveness of the strategy at monthly department meetings

By we will

By we will

By we will



Program Specific for Student Use (001) ancillary materials including texts and workbooks LCFF--- 1000

Parent (008)


Technology (001)

Library (006)

Annual Cost: 1,000



Annual Cost



Annual Cost



additional tchr hours

for PD and

collaboration

[X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Department report to SSC [X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark assessment data from students [X] [ ] [X] [X]

Lists of non-fiction and informational texts used at

each grade level

[X] [ ] [ ] [ ]

10th grade CAHSEE pass and proficiency rates [X] [ ] [ ] [ ]


Summary of Costs

Materials



LCFF--- 1,000


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Math #1


MAJOR GOALS

• Increase proficient/advanced on the math CST with a focus on Algebra 1 • Increase pass rates on the CAHSEE in math • Increase proficiency rates on the CAHSEE in math


• increase the pass rate and students getting a C or better in Algebra 1 and geometry for EL and SCE students

STRATEGY

Targeted after school intervention tutoring


Identify Algebra 1 and geometry students who need additional support. The criteria will be a D or F grade at quarter and

progress reports but this may change as we meet and discuss during the year. Data will be collected on whom is assigned,

showing up, and how their grade/progress is changing. 1-2 teachers will be identified to lead the targeted intervention

tutoring. Teachers will call the homes of parents, meet with students and parents, and maintain at least 8 students per session.

Incentives for students may include extra credit, credit for missed homework/assignments, and refreshments.


[X] African-American [X] Latino [X] EDY

[X] EL [X] Special Ed. [ ] Other:

This strategy will address the content cluster area(s) of:

[ ] Algebra & Functions [ ] Measurement & Geometry [ ] Statistics, Data, Probability

[ ] Other:

[X] We have used this strategy for one year(s) and plan to continue the strategy this year because data shows (include findings




By end of November we will Identified at least 50 students for intervention from Algebra 1, Geometry.

By end of February we will Review first set of collected data.Discuss if criteria or process needs to be changed.

By May we will Report to the faculty and the SSC about department strategy implementation, revisit strategy, and consider

student feedback surveys at the end of the semester. Collaborative conversation reflecting upon entire year's implementation

of strategy, recommendations for the continuing strategy and conversations about additional strategies for the following year

By we will

By we will

By we will



Program Specific for Student Use (001) Algebra 1 and Geometry "basics" ancillary

materials. Additional paper to create review and

additional practice materials

LCFF--- 200

Parent (008)


Technology (001)

Library (006)

Annual Cost: 200



extra tchr hours tutoring [X] LCFF--- 500

teacher additional hours PD, collaboration [X] LCFF--- 1000

Annual Cost 1,500



Annual Cost



Annual Cost


strategy: Frequency

Cost


[ ] [ ] as needed

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

District benchmark data [X] [ ] [ ] [ ]

Algebra 1 and geometry pass rates [X] [ ] [ ] [ ]

Math #1

Summary of Costs

Materials

Total Expenditures: 200


LCFF--- 200




LCFF--- 1,500


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Math #2


MAJOR GOALS

• Increase proficient/advanced on the math CST exams • Increase pass rates on the CAHSEE in math • Increase proficiency rates on the CAHSEE in math


• increase overall math pass rates • Increase scores on the district math benchmarks

STRATEGY

teach multiple methods to solve problems


Develop and use a bank of best practices in teaching multiple methods to solve problems.


[X] African-American [X] Latino [ ] EDY

[X] EL [X] Special Ed. [ ] Other:

This strategy will address the content cluster area(s) of:

[X] Algebra & Functions [ ] Measurement & Geometry [ ] Statistics, Data, Probability

[ ] Other:





By end of November we will Collaborate and plan out how to implement the goal

By end of January we will have collected the multiple methods bank and

By Feb 28th we will Have had a parent night to introduce parents to multiple methods

By end of April we will Have completed peer observation of use of multiple methods and met to discuss it after the fact.

By end of May we will Have completed the common core aligned benchmark tests and reviewed results while planning for

review.

By May we will Review and adjust site strategies and use.




Parent (008) Parent night handouts and food LCFF--- 300


Technology (001) Document readers/ LCD projectors &

accompanying carts.

Library (006)

Annual Cost: 300



substitutes for peer observation (8TRs X 2Hrs X

$30)=

[X] LCFF--- 500

Annual Cost 500



Annual Cost



Annual Cost


strategy: Frequency

Cost


Collaboration time (8TRs x2 hours x $30) [ ] [ ] as organized LCFF--- 500

Annual Cost 500


Cost

Activity Academics

Community

Building

Communicati

ons

Online communication with parents via Power

School and email

[X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

math benchmark scores [ ] [X] [ ] [ ]

pass rate in Algebra 1, Geometry, and Algebra 2 [ ] [X] [ ] [ ]

Peer Observation protocols to determine use of

technology in classrooms

[ ] [ ] [ ] [X]

Math #2

Summary of Costs

Materials



LCFF--- 300




LCFF--- 500


Total Expenditures:


Title I


Total Expenditures:


Title I




LCFF--- 500

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Science


MAJOR GOALS

1. Increase the passing rate in Biology and Chemistry which means C and better by 15%

2. Increase the CST proficiency level and Investigation and Experimentation (IE) proficiency by 10%

STRATEGY SPECIFIC GOALS:

1. Implement a quarterly test in Biology and Chemistry.

2. 70% of the students will complete a laboratory investigation which includes written and oral presentation. This will be

reflected on the lab component grade.

STRATEGY

Writing experimental conclusions which align with common core anchor writing anchor standards 1 & 2 for grades 9-12.


The science teachers will use a common rubric, developed by science department staff, to assess student work in writing

experimental conclusions.





By end of October we will

1. develop a common rubric for grading lab reports using "REE, PE,PA: approach

2. Implementation will begin throughout the science classes and continue through November and December

By end of December we will 1. Adjust rubric for common use between biology, chemistry, and physics classes. The rubric will

also be used throughout the ROP and AP science classes.

By end of January we will

1. student work will be evaluated using the rubric. Examples of student work will be assessed by science teachers. Teachers

assess the work using the rubric.

2. We will then analyze if the same standard of measuring students' experimental conclusions is consistently performed by all

members of the staff.

3. The rubric will be modified if results for measuring the student work in inconsistent; meaning teachers are scoring the

same written conclusions very differently.

By end of March we will evaluate student work on the rubric. Expect most students to be using the approach.

By end of April we will

1. Analyze student scores and performance

2. compare student performance to end of year performance.

By May we will meet to find possible improvements to the implementation of the writing of experimental conclusions for next

year.




Parent (008)


Technology (001) LCD projectors and document readers

Library (006)

Annual Cost:



subs for peer observation or collab (6 Trs, 2 days) [X] LCFF--- 2200

Annual Cost 2,200



Annual Cost



[ ] [X] [ ]

Annual Cost


strategy: Frequency

Cost


Instructional strategies meetings including review

of observation protocols

[ ] [ ] as needed LCFF--- 900

Annual Cost 900


Cost

Activity Academics

Community

Building

Communicati

ons

Calls home to parents [X] [X] [X]

Newspaper articles and Connect Ed [X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Walk throughs to determine use of strategy [X] [X] [ ] [ ]

student results on writing [ ] [X] [ ] [ ]

science pass rates [ ] [X] [ ] [ ]

Science

Summary of Costs

Materials

Total Expenditures:


Title I




LCFF--- 2,200


Total Expenditures:


Title I


Total Expenditures:


Title I




LCFF--- 900

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement



MAJOR GOALS

• Increase scores on the science CST • Increase scores on writing components of the CSTs and the CAHSEE • pass rates on the EAP assessment


• Increase the scores on common writing assessments over the course of the year • pass rates for the science classes

STRATEGY

Model writing arguments


teachers will work to align writing expectations to the common core and within that to focus on modeling writing arguments.





By end of October we will 50% of the dept members will attend the TAH-sponsored CCSS Media Literacy and History

workshop

By end of November we will Have more teachers attend workshops on media literacy, the dates are Nov. 7th and 21st.

By end of Dec we will have completed at least 3 hours of PD which will include the produce of: at least one lesson plan from

each teacher focused on media literacy and CCSS-aligned writing. At least one of the lesson plans will have been taught,

evaluated, and critiqued at dept meeting in December.

By end of Feb. we will Have a release full day of professional development in which we will focus on planning for common

skill writing assignments, cross-grade level writing skills in CCSS, per-requisites for the writing skills, and writing the

assignment. As well as at least 3 hours of collaboration on evaluating the student work and debriefing and discussing for

future lessons.

By May we will develop and finalize grade-level specific writing assignments. Implement those assignments and then meet to

discuss results and where planning needs to go from here.

By May we will evaluate the work and determine next steps on the strategy.




Parent (008)


Technology (001)

Library (006)

Annual Cost:



5 substitutes for 2 days for department member

release time during PD

[X] LCFF--- 900

Annual Cost 900



Annual Cost



[ ] [X] [ ]

Annual Cost


strategy: Frequency

Cost


Department meetings/collaboration time (inside of

the regular department meetings)

[ ] [X] LCFF--- 900

Annual Cost 900


Cost

Activity Academics

Community

Building

Communicati

ons

Letter home re the strategies [X] [X] [X]

Department report to SSC [X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Pass rates for EAP [X] [ ] [ ] [X]

Common rubric [ ] [ ] [ ] [X]

Pass rates for A-G requirements in social science [ ] [X] [ ] [X]

Student writing samples [ ] [X] [ ] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I




LCFF--- 900


Total Expenditures:


Title I


Total Expenditures:


Title I




LCFF--- 900

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Educationally Disadvantaged Youth (EDY) #1

(Socio-Economically Disadvantaged - SED)


Response to Intervention (RTI) - Learning Center


RTI is a three-tiered model of intervention that does not wait for students to fail. It is a multi-step approach to providing services to

struggling students who have not been identified as individuals with special needs. Students are assessed early and frequently to

ensure that the researched based programs of intervention that are being used are appropriate. Student achievement and progress are

measured through continuous progressed monitoring and data collection.

Our specific program is set up as follows:

MAJOR GOALS:

• increase the percentage of RSP students passing all classes • increase the percentage of RSP and NSH students passing the CAHSEE

For 2012-2013

NSH students are primarily in Special Day Classes (SDC) classes with SPED students for core content. We will work to

transition to collaborative inclusion for 13-14.

RSP students at all grades are following the inclusion model with SPED teachers and aides pushing into these classes for

support. Teachers are working to specifically be in both math and ELA classes with aides in support and non-core classes.

Technology will be used to make instruction more accessible to SCE students.

9th grade RSP students are scheduled into Read 180 classes as an added support for English as well as other students when

indicated.



Increase in students passing CAHSEE in this subgroup.

Inclusion model for RSP students has been successful



By Aug/Sept we will

Assign co-teachers in English and math

Set students tutorial schedules

By November we will Review student assessment data

By January we will Meet monthly in collobrative teams

By May we will Reevaluate student placement in classes

By we will

By we will



Program Specific for Student Use (001) Copies and instructional materials

Parent (008)


Technology (001) Doc readers and LCD projectors

Library (006) Supplemental books for Read 180

Annual Cost:



Annual Cost



Annual Cost



Collaborative

teaching meetings

Special Education

department

[X] [ ] [ ]

Special Education

department meetings

Special Ed.

department

[X] [ ] [ ]

Conferences for

Read 180 teacher

TBA [ ] [ ] [X]

Peer Observation Bonnie Davis [ ] [X] [ ]

Annual Cost


strategy: Frequency

Cost


Department Chair meetings and collaboration

period

[ ] [X]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

PRs, report cards and personal contact as needed [X] [ ] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Tutorial grades [ ] [ ] [X] [ ]

Read 180 data [X] [ ] [ ] [ ]

Standardized assessments (i.e. Benchmarks) [X] [ ] [ ] [ ]



Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

English Learners (EL) #1


MAJOR GOALS

1. Increase the percentage of students who move up at least one level in ELD from year to year

2. Increase the percentage of students who are designated RFEP (Reclassified Fluent English Proficiency)


1. Increase the percentage of students who are specifically moving from ELD 4 to ELD 5 and the EL 5 designation to RFEP

STRATEGY

Use of .33 (1.65 days per week or approximately 10 hours per week) graduate tutor for targeted intervention. Use of teacher

additional tutoring hours to support the EL students.


Use of .33 (or 1.65 days per week or approximately 10 hours per week) graduate tutor for targeted intervention. The graduate

tutor would specifically pull-out ELD 4 and 5 students to support their areas of need in order to move from ELD 4 to 5 and

ELD 5 to RFEP. Students will be pulled out of non-core classes individually and in small groups.





By Oct/Jan we will Identify students for intervention and tutoring, hire a graduate tutor and determine a plan of action.

By Feb we will Assess student growth based on analysis of teaching strategies. Improve strategies and their delivery for

improved results for students.

By Feb we will Have counseled students and parents as to what is needed to exit the program

By May we will Determine success of the graduate tutor intervention

By we will

By we will



Program Specific for Student Use (001) Handheld translators for students, ancillary support

materials.

Parent (008)


Technology (001)

Library (006)

Annual Cost:



teacher tutoring hours [X]

Annual Cost



Graduate Tutor 10 hrs. a week [X] LCFF--- 10706

Annual Cost 10,706



Annual Cost


strategy: Frequency

Cost


Teachers review progress with admin.

instructional leaders

[ ] [X]

Teachers on both HS and MS collaborate to

ensure best practices used

[ ] [ ] When

necessary

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Communication with parents as needed, at least

twice/Qtr

[X] [ ] [X]

Individual conferences with parents regarding

exiting

[X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

SSC review EL advancement scores [ ] [ ] [ ] [X]

Review CAHSEE data and disaggregate by ELs [ ] [ ] [ ] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I




LCFF--- 10,706


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Extended Learning #1

(Before/After/Saturday School)







By we will

By we will

By we will

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Extended Learning #1

(Before/After/Saturday School)

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Programs

Attendance

Program to be used during the 2013 - 2014 school year:

MAJOR GOALS

1) Increase the overall attendance rate

2) Decrease the number of students participating in the district SWAT program

PROGRAM

Assign an Assistant Principal to monitor teachers taking attendance online.

Attendance clerk and Assistant Principal will confer to ensure that all teachers keep Power School attendance

Attendance clerk monitors attendance of students monthly and through teacher referrals. He also will use automated online

district system that sends letters to truant students.

SARB meetings to be held after 2nd truancy letter is sent. This is coordinated with district SWAT personnel.

Work with teachers to increase accuracy of attendance procedures.

Description of the above Program:

Utilize Power School to track attendance and use automated system to send letters.

Attendance clerk notes in Power School when attendance letters are sent

Assistant Principal notes in Power School when SART meetings are held with parents.

Provide faculty and staff with email address and access to the Internet in regards to increasing communication with parents

about student truancy.

Students with attendance problems will be identified and together with their parents will make a plan for increased

attendance. This SART plan will be a result of a meeting with the Assistant Principal.

[X] We have used this Program for 3 year(s) and plan to continue the Program this year because data shows (include findings


95% average attendance rate

[ ] This is a new Program this year.

Action steps to implement the Program:

By Aug/Sept. we will Teachers will be entering attendance directly in the computer system and an assigned Assistant

Principal and attendance clerk will monitor.

By Sept./June 2013 we will

Review attendance figures.

Share with faculty and staff

By Sept./June 2013 we will Send letters of truancy to those with three or more unexcused absences.

By Sept./June 2013 we will Brainstorm at a Faculty meeting of ways to improve attendance.

By Sept./June 2014 we will Strive for 95% attendance each month.

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



Review of Power

School attendance

Technology

person on campus

[X] [ ] [ ]

Brainstorming of

attendance

procedures

Assistant

Principals

[X] [ ] [ ]

SART Meetings [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


SART meetings.

[ ] [ ] As needed

based on

attendance.

Assistant Principal meetings with students and

parents

[ ] [ ] As needed

based on

attendance.

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Advertise attendance rate on marquee [ ] [X] [X]

Truancy letters and calls home to parents when

students are absent and not excused.

[X] [X] [X]

Calls by Assistant Principal to set meetings [X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Review attendance date monthly and quarterly [ ] [ ] [ ] [X]

Power School teacher attendance. [ ] [ ] [ ] [X]

SART data in Power School [ ] [ ] [ ] [X]

Truancy letters sent [ ] [ ] [ ] [X]

Attendance

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Programs

Health and Safety

Programs to be used during the 2013 - 2014 school year:

Program Activity

Tobacco Use Prevention Education (TUPE) Students in grade 9 Cultural Geography receive tobacco prevention instruction

utilizing the science based curriculum, Toward No Drug Abuse.

Safe and Drug-Free Schools (SDFS) Students in grade 9 Cultural Geography receive drug, alcohol, tobacco

prevention instruction utilizing the science based curriculum, Toward No Drug

Abuse.

The CA Healthy Kids Survey is conducted every year with grades 9, 10, 11.

Conflict Mediation Teachers, students and other site personnel are trained in Restorative practices.

Other: Mental Health Counseling 1. Continue to encourage all stakeholders to bond with students in the halls, in

the classrooms, and special events.

2. Continue to refer students to agencies and professions who can deal with

specific behavior or family problems that interfere with their education.

3. Continue to alert school staff to family problems that affect the school.

Work with Heath Services Coordinator and School Based Heath Center

(SBHC) to ensure counseling services are available for all students in need

through the S3 grant

Other: Safety Committee In order to maintain a safe environment here at Hercules High School and

support the above strategies, we will continue to assess the current status of

safety issues; identify programs and strategies to provide school safety; Include

school's procedures for complying with existing laws related to school safety.

Continue to assess the safety of buildings and make recommendations for

improvements.

Attendance at all district Safety Committee Meetings

Implementation of Restorative Justice Program throughout the school

Procedures for making sure staff/students warring school I.D./Lanyards at all

times

[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings


[X] This is a new Program this year.


By Sept/Monthly we will

Review "Toward No Drug Abuse" with staff to determine need for training and materials.

Conduct periodic reviews with staff to determine effectiveness of teaching/learning strategies.

By Jan. we will Conduct Healthy Kids Survey and staff School Climate Survey (if cycle year).

By Ongoing we will Address at Faculty meetings concerns of health and safety

By Ongoing we will Work with the Health Center Coordinator to offer classes, parent meetings, and individual and group

counseling for students in need.

By Ongoing we will Inform all stakeholders of the Restorative Justice program

By end of May we will Have had RJ 101 training for all teachers, counselors, security, and other personnel (2 days/person)




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Teacher subs for RJ training (40 TRs x2 days x

$180)

[X] LCFF--- 6,000

Annual Cost 6,000



classified subs for RJ training [ ] LCFF--- 3,000

Annual Cost 3,000



Health Center

Offerings

Ms. Rachel

Delgado

[X] [ ] [ ]

Safety Concerns Staff [X] [ ] [ ]

IDs Staff [X] [ ] [ ]

District Safety

Committee

Mrs. Ishmael [X] [ ] [ ]

Restorative Justice

Program

Administration [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Lanyards made at the beginning of the year and

replaced if lost or forgotten

[ ] [ ] As needed

Students may only get services in the office while

wearing their lanyards

[ ] [ ] Daily

All staff are trained and practice Restorative

Justice

[X] [ ]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Parents are notified by letter and personal

explanation of expectations at Walk-thru.

[X] [X] [X]

Notice of discipline/safety concerns to parents via

counselors and administration

[X] [X] [X]

Parent Meetings and phone conservations [X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Healthy Kids Survey data.

[ ] [ ] [ ] [X]

SPARC data [ ] [ ] [ ] [X]

Suspension and Expulsion data [ ] [ ] [ ] [X]

[ ] [ ] [ ] [X]

Health and Safety

Summary of Costs

Materials

Total Expenditures:


Title I




LCFF--- 6,000




LCFF--- 3,000


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Programs

School Climate #1


Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality in

referrals and suspensions and increase the positive engagement of all students.


• Culturally Responsive engagement strategies will be used by all staff

• Schoolwide Culturally Responsive ways of managing behavior and discipline will be implemented consistently across

the school

• Situational appropriateness as it relates to both social and academic behavior will be consistently taught at all grade

levels.

Develop staff capacity around the HMHS equity protocols and effective classroom strategies, such as equity sticks. Work with

teachers to help to reduce the disproportional of referrals and suspensions for students of color. Restorative Justice Program

in use school-wide. (the $ is listed in Health & Safety #1)





By Sept./Monthly we will

Review student data and school-wide data/statistics.

Ongoing monitoring of school-wide and student data.

By October we will Review at faculty and department meetings the offerings of Health Center and Career Center

By Ongoing we will Share discipline statistics with the faculty and staff

By Ongoing we will Share data with the faculty and staff concerning Health Center

By Ongoing we will Provide training to faculty from Health Center

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



Disci[pline statistics

shared at Faculty

meetings

Administration [X] [ ] [ ]

Health concerns

shared at Faculty

meetings

Staff [X] [ ] [ ]

Health Center

reports data at

Faculty meetings

Ms. Delgado [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Faculty meetings [ ] [X]

Department meetings [ ] [ ]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Parents informed of policies and procedures re

safety

[ ] [X] [X]

[ ] [X] [X]

[ ] [ ] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Suspension and referral data [ ] [ ] [ ] [X]

Health Center referrals [ ] [ ] [ ] [X]

Health Center Parent meetings [ ] [ ] [ ] [X]

School Climate #1

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

ACTION PLAN

OPTIONAL SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement

Physical Education


MAJOR GOALS

Increase the percent of students who pass the physical fitness tests


To increase the fitness level to 90%.

STRATEGY

The Physical Education Department will focus on increasing student fitness levels by designating 2 days per week to fitness

testing and training. It is our goal that 90% of the student population will have attained and/or exceeded the Healthy Fitness

Zone levels per the FitnessGram in at least 5 of the 6 mandated fitness test areas.


The PE teachers will conduct 2 days per week of class with strict physical fitness emphasis. The class period may be used as a

"workout", used for testing and monitoring fitness levels, or some activity in which if done properly will enhance the physical

performance of the students.

At the beginning of the school year all students will participate in a pre-assessment of their fitness levels. Based on the pre-

assessment the students, under the guidance of the PE teachers, will create performance related goals to be attained by the

state mandated fitness test in March. The students will develop a personal workout plan to enhance their performance. The

PE teachers will administer weekly fitness tests, in which the students will record and monitor their own progress towards

their goals.



Data on Fitness tests

Percentage of those who have passed fitness requirements have increased



By end of Qrtr 1 we will Increase student physical levels by exercising 2 days per week according to the fitness standards for

CA.

By Ongoing we will Have routine testing and fitness activities

By Ongoing we will Class time will be used to test levels during physical activity.

By end of Qrtr 1 we will 95% of student in the PE classes will be dressed to participate in physical activities.

By end of Qrtr 1 we will 70% of students will have an understanding of the benefits of exercise and how it relates to their

health.

By end of Qrtr 1 we will Provide loaner PE clothes to students that are financially at a disadvantage. Daily exercise and

practice of Fitnessgram test areas.



Program Specific for Student Use (001) Copies of Heathy Fitness Zones specific to students

age and gender

Stereo

Sit and reach boxes (at least two)

Scale for weight

Mats

FitnessGram CD and software

Medicine balls

Weight apparatus

Stop watches

Parent (008) Notification to parents of fitness testing


Technology (001)

Library (006)

Annual Cost:



Substitute teachers for release time [X]

Annual Cost



Annual Cost



CAHPERD Conf. TBA [ ] [ ] [X]

CPR Certification Red Cross [ ] [X] [ ]

First Aid

Certification

Red Cross [ ] [X] [ ]

Annual Cost


strategy: Frequency

Cost


Department meetings [ ] [X]

Faculty meetings [ ] [X]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Quarterly Progress Reports to parents [X] [X] [X]

Phone calls and emails as appropriate [ ] [ ] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Fitness scores [X] [X] [ ] [ ]

PE standards charts [X] [X] [X] [ ]

Student logs [X] [ ] [ ] [ ]

Physical Education

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement



MAJOR GOALS

• Increase scores in ELA and math CSTs • Increase scores on the CAHSEE


• Students complete at least one writing specific assignment this school year • Students complete at least one math specific assignment this school year

STRATEGY

All departments will focus on vocabulary development and writing. All visual and performing arts will focus on technical

concepts related to math applications in each discipline.


The Visual and Performing Arts Department will focus on strategies based on Artistic Perception, Standard # 1 of the

California Visual and Performing Arts Content Standards. The department will focus on strategies that emphasize the

technical and analytic skills necessary in an arts education that also reinforce Math and English skills for all students. Each

student will complete at least one assignment this year focused on writing and one on math.





By Fall we will Determine specific standards to be addressed

By Winter we will Have implemented new writing and math standards-based lesson plans and assignment in all arts classes

and begin collecting samples of student work.

By Spring we will Assess the effectiveness of strategies used in terms of improvement in content areas as well as Math and

English skills.

By Ongoing we will Report to the faculty

By Spring we will demonstrate knowledge of concepts in music and theater performances in art shows.

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



collaboration time during regular dept meetings [X]

Annual Cost



Annual Cost



Training on Art

using Computer

Tech and Advanced

Placement Seminars

[X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Faculty and department meetings and

Collaboration with other performing arts teachers

[ ] [X]

WCCUSD annual Richmond Art Show and

reception

and Annual Aids Awareness Art Show and

Reception in SF

[ ] [X] As needed

Music collaboration between band and Orchestra

teachers

[X] [ ]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Student art on display during Open House and

Back to school nights and Student art work

donated to the Silent Auction

[ ] [X] [X]

Student newspaper articles [ ] [X] [X]

Hercules Music Boosters Association [ ] [ ] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

math and writing based assignments [ ] [X] [ ] [ ]

Public performances & produced art work [ ] [X] [ ] [ ]

School wide performances [ ] [X] [ ] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement



Culturally Responsive Pedagogy


Daily use of culturally responsive practices both inside and outside the classroom.


All staff will support high achievement by all students and close the achievement gap between student subgroups by:

incorporating culturally responsive pedagogy into teaching and learning across the school

effectively using the Equity Walkthrough Protocol to identify areas of focus, and

using culturally responsive approaches with students and other stakeholders

The specific strategy components are as follows:

GOALS

1. Increase the average scores on the equity walkthroughs from year to year

2. Increase the use of equitable practices as shown through administrative observation

3. Increase student self-reported adult caring (per the healthy kids survey)

Culturally Responsive Pedagogy

• Use of Think, Pair, Share • Popsicle Sticks or other equitable participation of students • Use of learning objectives: students know what they are to know or be able to do by the end of the period

Equity Walkthroughs

• Use of both site-based (with Bonnie Davis or other) and joint district equity walkthroughs

Culturally Responsive Approaches

• daily check in with students • Restorative justice strategies (as training occurs)





By end of October we will

• Have a PD session RE equity walkthroughs and the equity walkthrough rubric • Have signed up teachers and classified for equity walkthoughs in November • Have all teachers aware of the equity strategies we are implementing • Present the admin or peer (as set up by peers) protocol for observation of these strategies • Have Popsicle sticks or other materials available for teachers

By end of November we will

conduct a site based walkthrough

November 29th-- conduct a joint equity walkthrough

By December we will Conduct walk throughs to determine use of strategies

By end of February we will Have completed a site-based walkthrough

By end of March we will have completed a district joint equity walkthrough

By May we will Revisit the strategy and revise for the coming year

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will



Program Specific for Student Use (001) Popsicle sticks and other materials to be used for

equitable participation strategies

Parent (008)

Professional Dev (024) Materials such as poster paper, post-its, and

markers/highlighters for presentation

Technology (001)

Library (006)

Annual Cost:



Substitutes for release time for 2 walkthroughs

(3TRsx3hrsx2days)18hours)

[X]

Annual Cost



Annual Cost



Coaching on

Culturally

Responsive Pedagogy

Bonnie Davis [ ] [X] [ ]

Presentations from

Health Center

Teresa Dade

Boone and staff

[X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Present at SCC as departments [X] [X] [X]

Student newspaper [ ] [X] [X]

School Newspaper [ ] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Percentage rates of use of equity practices as

determined by walk throughs

[ ] [X] [ ] [ ]

Walk through analysis derived from district and site [ ] [X] [ ] [ ]

Healthy kids survey data [X] [ ] [ ] [ ]



Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Special Education


MAJOR GOALS:

• Increase student access to the core curriculum in mainstream classes

STRATEGY

Resource Specialist and NSH Programs are designed to prepare RSP and NSH students for integration into general education

courses and to bring all Special Education students into the General Education curriculum with support where and when

needed.

Non-Severely Handicapped Program: to move students toward the General Education curriculum through specialized

curriculum and supports.

Visually Impaired and Speech Programs to support students in General Education.

The Severely Handicapped program is a non-diploma based living skills assessed through the CAPA.


Academics:

Special Education Instructors will focus on reading & math comprehension and life/independent living skills and offer and use

the various CAHSEE Test Tools. Special Educational improvement opportunities and empowerment will be provided through

individual instruction including VI and SH ( the use of Eureka vocational assessments).

RSP and NSH Special Education teachers will focus on implementing Common Core Strategies. This will be accomplished

through the use of tutorial, CAHSEE preparation courses, Read 180, and explicit direct instruction (EDI).

Severely Handicapped (SH): Increase the percentage of students scoring proficient or advanced on the CAPA by improving

their response score. Strategy to develop this will be to develop a valid response type for each student ( including non verbal,

motor impaired) who are taking CAPA.

Collaboration:

Special Education teachers will collaborate with Speech Pathologist, School Psychologist, and other district professionals to

improve academic achievement.

Transition:

Special Education will also provide transition actives by working with the career to work/transition specialist to identify

potential career paths based on students interest and skill levels. Students will also participate in career day activities and

study trips to assist them in developing college and career readiness skills.

Technology:

Encourage students to increase their technological proficiency by taking computer courses such as Web Design as offered by

HMHS.



Increased percentage of RSP students passing the CAHSEE

Increased percentage of NSH students passing the CAHSEE



By September we will

Identify Sp. Ed. students' case managers

Develop Co-teaching plans

Continue to collaborate as a department monthly

By October we will Adjust co-teaching to meet student needs

By November we will Revisit co-teaching assignments

By May we will Revisit plans

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



Peer Observation Bonnie Davis [ ] [X] [ ]

Sp. Ed. aide training Administration [X] [ ] [ ]

Department

meetings

Chairs [X] [ ] [ ]

Report to SSC Department

chairs

[X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Department Meetings [ ] [X]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

IEPs [X] [X] [X]

Student newspaper [X] [X] [X]

Power School

CAC

[X] [X] [X]

Annual Cost



9-12 Career Day Support

9-12 College Fair Support

9-12 Marines Support

Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Disaggregated CST, CMA, and CAHSEE scores for

Sp. Ed.

[X] [X] [ ] [ ]

CAHSEE passing rate [ ] [X] [X] [ ]

CAPA [X] [X] [ ] [ ]

Woodcock-Johnson [X] [ ] [X] [ ]

Special Education

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement



MAJOR GOALS

1. Increase the percentage of students who move up at least one leave in ELD from year to year

2. Increase the percentage of students who are designated RFEP (Reclassified Fluent English Proficiency)


1. Increase the CAHSEE pass rate for ELs

2. Increase the overall GPA for ELs (to support movement from EL to RFEP and overall success)

STRATEGY

Use of differentiated instruction strategies using technology to make the curriculum more accessible for EL students.


In both EL and SADIE classes, teachers will use document cameras and LCD projectors daily in their classes so that ELs can

access curriculum, i.e., pictures, realia, graphic organizers.

Increase passage rate of EL students by incorporating CAHSEE test taking strategies, terminology, and exercises into

instruction throughout the school year.





By August we will Identify EL students who have not passed the CAHSEE

By September we will Students will receive regular instruction in all English sections of the CAHSEE

By October - May we will After the February CAHSEE, test results will be reviewed and assessed for areas that need

improvement. Assessments will be done in EL and SADIE classrooms to determine technological need. Technology will be

ordered as needed.

By June we will Note increase in passage rates and El 5's FEPing out

By we will

By we will



Program Specific for Student Use (001) Copy paper, lined paper, composition books, realia

and other materials for all SDAIE trained teachers

and for ELD teachers.

Parent (008)


Technology (001) Aver pen and other technology needs including

desktops for the teachers in classrooms.

SIOP trained Teachers will be using Whiteboards

for supporting Language Learners using SIOP

strategies.

Library (006)

Annual Cost:



Annual Cost



Annual Cost



El training offered

by the district

District trainer [X] [ ] [ ]

Technology training Staff [X] [ ] [ ]

CABE/CATESOL [ ] [ ] [X]

Annual Cost


strategy: Frequency

Cost


Collaboration among SDAIE teachers to create

and implement technology based, EL-specific

lesson plans.

[ ] [X]

Collaboration with Middle School EL teacher [ ] [ ] When

necessary

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Student newspaper [X] [X] [X]

Connect Ed [X] [X] [X]

Letter home and phone calls in native language

when available relating to the need of the student

to pass the CAHSEE

[X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Number of students moving to next ELD section [ ] [X] [ ] [ ]

Number of re-classified students [ ] [X] [ ] [ ]

[ ] [ ] [ ] [X]

[ ] [X] [ ] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Programs

School Climate #2

Program to be used during the 2013 - 2014 school year:

MAJOR GOALS

1. Decrease the number of teacher referrals as a percentage of the student population

2. Decrease the number of suspension by 25%

3. Decrease the Expulsion rate

STRATEGY

Use of a homework center

Description of the above Program:

Create an open drop-in peer supported homework center

Our specific strategy implementation includes:

Develop staff capacity around the HMHS equity protocols and effective classroom strategies, such as equity sticks. Work with

teachers to help to reduce the disproportional of referrals and suspensions for students of color. Restorative Justice Program

in use school-wide. (the $ is listed in Health & Safety #1)





By Aug./Sept. we will

identify options for the center space and set-up

By end of December we will have identified teachers as well as peers to support the center

By January we will have set up the center and have ongoing accountability.

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Teacher extra hours [ ] LCFF--- 1000

Annual Cost 1,000



Annual Cost



[X] [ ] [ ]

[ ] [ ] [X]

Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Teacher and/ or AP makes contact with parents

concerning student progress

[X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Students attending the center [ ] [ ] [ ] [X]

Suspension and referral data [ ] [ ] [ ] [X]

School Climate #2

Summary of Costs

Materials

Total Expenditures:


Title I




LCFF--- 1,000


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Overall Budget Summary

Summary of Costs

Materials



LCFF--- 5,135




LCFF--- 19,001




LCFF--- 13,706


Total Expenditures:


Title I




LCFF--- 2,300

TitleII 7,000

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I




LCFF--- 3,500

Other Coordinated Services

Total Expenditures:


Title I

Coordination of Services

Personnel

The staff included in the table below are the people who make it “all work together” to improve student achievement. These staff

members work to support the overall, comprehensive implementation of site-based programs. Resource teachers and instructional

assistants should be referenced in the strategy sections of the plan.

Other Coordination of Services Costs (materials, supplies)

The materials/supplies included in the table below are the items that make it “all work together” to increase student achievement.

These materials are not intended for use in specific instructional or safety/climate/attendance related programs. Instead, these materials

support the overall, comprehensive implementation of site-based programs. Instructional materials, professional development, and

study trips should be referenced in the strategy sections of the plan.

Item Rationale Funding Source/Amount

Copy paper, white board markers,and

erasers

To support instruction in all classrooms

School Wide Support Supplies To support instruction in all classrooms

Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly

qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high

quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to

integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk

and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Parental Involvement: We recognize that parents/guardians need to be purposely involved in the education of their children.

Our school will develop systems and opportunities for parents/guardians to understand the grade level standards and assessments,

as well as participate in learning at home and decision-making activities. Many of our parental involvement activities are reflected

in our SPSA. The following represents our agreements:

o Our site provides parents with individual student performance information and assistance with interpretation of the state

assessment results through the following activities:

Back to school night

School newspaper

Emails to parents

ConnectEd messages

Open House

Power School access

o Our site provides information and assistance to parents on how to understand academic content standards, assessments

and how to monitor academic progress through the following activities:


School newspaper

Emails to parents

ConnectEd messages

Open House

Syllabi from Teachers

Power School access

o Parents have opportunities to attend meetings to discuss programs and decisions related to their child’s academic

performance as follows:


Open House

Soph. Counselor meetings

Open door policy for parents with administration

IEP meetings

SSTs

ELAC

SSC

Music Boosters

Sports Boosters

o Students who have difficulty attaining proficiency are identified and provided with additional academic help.

o Parents have the opportunity to submit comments on the SPSA to the LEA if they do not find the plan to be satisfactory.

Pre School Transition – Description of the above program:

The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten.

By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff,

and visit classrooms.

This transitional program

Promote continuity from preschool to kindergarten

Focus on family strengths and build collaborative relationships

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance

Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made

readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s

homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity

training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school

site councils.

Title I Schools Only:

Parent Involvement is supported through the development and maintenance of

1) school-level parent involvement policy - Revised on

2) parent-school compact - Revised on

Our site will hold an annual Title I meeting to

1) inform parents of school’s participation in Title I program,

2) explain the requirements of Title I, and

3) explain the rights of parents to be involved. For 2013 - 2014 this meeting is held on:

The information distributed at the annual Title I meeting will be made available to all parents through the following activities:

We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning,

review and improvement of Title I programs.

Centralized Direct Services

Educational Services provides the following centralized direct services:

• Assistance with registration materials for the families of potential English learners

• Assistance in administering annual and initial CELDT

• Primary language assessment for newly enrolled English learners (ELs)

• English learner data analysis and reports for schools

• English learner parent education opportunities

• Identifying translators and interpreters to meet school needs

• Professional development for teachers and administrators regarding English Language Development (ELD) and core

instructional methodologies appropriate for English learners

• Support for principals, teachers and paraprofessional staff for effective implementation of the EL programs and services at

the school

• Support for the local assessment system (e.g. benchmarks, placement, screening) for ELD and for bilingual programs.

• Graduate Tutors provided to support targeted Students.

• Additional FTEs for class size reduction for secondary ELD classes

• Key staff to provide academic support to students and parents to increase learning for ELs and students at risk

Documents

West Contra Costa Unified School District Hercules High School€¦ · West Contra Costa Unified School District . Hercules High School . SINGLE PLAN FOR STUDENT ACHIEVEMENT . 2013