2017-18 · thinkers we use critical and creative thinking skills to analyze and take responsible...

THE SINGLE PLAN FOR STUDENT ACHIEVEMENT

AT MISSION BAY HIGH SCHOOL

2017-18

37-68338-3734431 CDS Code

This is a plan of actions to be taken to raise the academic performance of students and improve the school’s educational program. For additional information on school programs and how you may become involved, please contact the following person:

Principal: Remillard, Ernest Contact Person: Remillard, Ernest Position: Principal Telephone Number: 858-273-1313 Address: 2475 Grand Ave, Mission Bay High, San Diego, CA, 92109-4825,

E-mail Address: [email protected]

The following items are included: Recommendations and Assurances Data Reports SPSA Assessment and Evaluation Summary Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools Home/School Compact

Board Approval: June 27, 2017

SAN DIEGO UNIFIED SCHOOL DISTRICT

All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed in their choice of college and career in order to lead and participate in the society of tomorrow.

Mission Bay High SINGLE PLAN FOR STUDENT ACHIEVEMENT

SPSA Template Revised 5/3/2017 2

TABLE OF CONTENTS

1. Introduction

2. Executive Summary

3. SPSA Template

4. Appendix

A. Data Reports

B. 2016-18 High School LCAP Goals

C. Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools

D. Home/School Compact

E. Title I/MPP Budget Allocations Summary Grid

F. 2017-18 SPSA Assessment and Evaluation

G. WASC Recommendations (WASC Schools Only)



SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY

INTRODUCTION Located in Pacific Beach neighborhood of San Diego. Mission Bay High School (MBHS) is situated directly along the edge of a saltwater estuary

close to the Pacific Ocean and Mission Bay. MBHS is proud to offer students a unique instructional setting with three distinct pathways for student

achievement. It is also home to outstanding athletic programs, award winning musicians, featured artists and a globally minded education. MBHS is

proud to be an International Baccalaureate World School offering the IB Diploma Programme (DP). The DP offers students a rigorous selection of

academic coursework for all students. MBHS capitalizes upon the school’s unique setting and recent facilities upgrades offing additional course

selections and athletic opportunities for students who live in the Pacific Beach neighborhood, as well as, students throughout San Diego County.

Mission: Mission Bay High School aims to develop young people who help to create a better and more peaceful world through intercultural

understanding and respect. As an International Baccalaureate World School, we encourage our students to be active, compassionate and lifelong

learners that strive to be:

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm

and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local

and global significance.

Thinkers

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned,

ethical decisions. Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the

perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We

take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points

of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and the

world around us.

Risk-takers

We approach uncertainty with forethought and determination we work independently and cooperatively to explore new ideas and innovative



strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives- intellectual, physical, and emotional- to achieve well-being for ourselves and

others. We recognize our interdependence with other people and the world in which we live.

Reflective

We thoughtfully consider our world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our

learning and personal development. - With a modified 4x4 schedule, all students take eight classes. This schedule allows students to choose from a rich assortment of electives to enhance

the “a-g” high school graduation requirements, preparing them for entrance to colleges, universities, and other post-secondary education options

- All students have the opportunity to participate in the International Baccalaureate (IB) program, either as a full Diploma candidate or as a Certificate

student - All ninth and tenth grade students take a full year of PE - MBHS staff recommended all students take four years of science courses. Many of the graduates will take up to five, or even six, years of science.

Students will take both Chemistry and Biology as 10th

graders to allow for more advanced classes in 11th

and 12th

grader: including IB Environmental

Systems, AP Environmental Science, Marine Science, or IB Biology

- 9th

grade students who need additional support in English and Mathematics will take an everyday course to support the development of skills - First generation college students will have the opportunity to participate in AVID which will assist with study skills and give them the necessary

support while going through the college application process - MBHS IB Coordinator supports lesson development assisting teacher to meet the goals and objectives of the IB program. She also, supports all

students in a challenging rigorous curriculum - Instructional Leadership Team (ILT) monitors department professional development plans and individual teacher plans. Lead teachers provide

support to departments and staff

- All students will have the opportunity to participate in our Career and College Technical Education classes, specifically within the Information

Technology “Game Design” and Engineering Pathways

- MBHS has a renowned music program with its premier group The Preservationist and Mambo Jazz Ensemble

SCHOOL VISION AND REALITY: Mission Bay High School is a community of:

Internationally minded people that value the world as the broadest context for learning and develops conceptual understanding across a range of

subjects;

Inquiry-based learning that engages students to think critically, express creativity, reflect, and;

Service learning that encourages students to become active community members in the service they perform and in their character development as

global citizens.

CORE AND SUPPLEMENTAL SUPPORTS Teacher Allocations are based on dividing General Education Enrollment by the approved class size.



High School: 1:29.13

NURSE:

Allocated to schools based on Contract and managed centrally. Schools at 60% FRL (Free and Reduced Lunch) or greater receive one additional day. Enrollment/Days Per Week

1-592 = 1 day per week

593-1,185 = 2 days per week

COUNSELOR

Allocated to schools based on Contract. FTE Allocations are calculated by taking the total enrollment at the school and divide by the ratio below to

determine the number of FTE allocated to the site. Any assignment portion that is less than a 1.0 allocation is rounded up to the nearest 0.5 allocation.

HEALTH TECHNCIAN Allocation is based on projected enrollment and managed centrally.

Enrollment Days Per Week

1-374 1

375-1511 2

The categorical expenses identified in this SPSA are supplemental to these core academic staffing and supports.

PROFESSIONAL DEVELOPMENT

Professional learning is a top priority for our school community. We recognize universal high expectations for all students require ambitious and

continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective

professional learning to expand educators' knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on substantive results for themselves, their colleagues, and their students. We artfully combine

deep understanding and cultural responsiveness to the community we serve. We hold high expectations with support for adult learning by providing

multiple structures for professional development in order to achieve school goals. Professional learning is embedded into our vision by communicating

that it is a core function for improvement and by establishing and maintaining a public and persistent focus on educator professional learning.

With this understanding, professional development time is provided within the structure of Professional Learning Communities. Analysis of student

data is through the lens of SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in

their own learning and become actively literate, contributing members of a society who make a positive difference in the world?" The school year is

broken in to four learning cycles, each cycle building student capacity around this goal. PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings and progress

are shared with parents and community via advisory groups and School Site Councils (SSCs).



SPSA ALIGNMENT TO THE LEA PLAN

SDUSD’s LEA goals (12 Quality Indicators for Success) are articulated throughout the SPSA. Each of the 5 Area Goals contained in the SPSA have

Title I budgets allocated to supports identified within the LEA plan. Supports include but are not limited to CCSS curriculum alignment via PLC and

professional development, extended and intensive learning opportunities, etc. as they are described in the “Budget: Resources Aligned to Area Goals” section of this plan.

PROCESS FOR MODIFYING THE SPSA AND CONCLUSIONS The SSC has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional

program for students failing to growth targets. In order to achieve the SMART goals and implement the major strategies and action steps set forth in

the plan the following related actions and expenditures have been adopted to raise the academic performance of student groups not meeting state

standards. Advisory groups were consulted during the SPSA development process as documented on the Recommendations and Assurances page.

LCFF COMMUNITY AND STAFF ENGAGEMENT During the SBB process budget updates were shared with the following groups - Whole staff meetings - Instructional Leadership Team (ILT)

- Parent Coffee - BUC Leadership Team (Site Governance Team)

- School Site Council

SCHOOL SITE COUNCIL MEMBERSHIP

Member Name Role

Dawna Deatrick Parent Susan Todd Teacher Gerardo Arteaga Teacher Lauren Filamor Teacher Ernest Remillard Principal Tracy Borg Teacher Aaron Rubin Counselor Stacey O'Neill Parent Anne Legg Parent Jaden Ford Student

Samantha Ford Student Ciara Gray Student



SINGLE PLAN FOR STUDENT ACHIEVEMENT

Area 1: English/Language Arts English/Language Arts SMART Goal:

* By 06/30/2018, more than 97 % of Mission Bay High Students will be enrolled (233 Students) in "a-g" ELA courses

Closing the Gap SMART Goal:

* By 06/30/2018, more than 75 % of Mission Bay High Students, Hispanic or Latino will receive supplemental academic support (115 students) to meet

standards

* By 06/30/2018, more than 75 % of Mission Bay High Black or African American, Students will receive needed supplemental academic support (16

students) to meet standards

* By 06/30/2018, more than 75 % of Mission Bay High Special Education, Students will receive additional supplemental academic support (21 students)

to meet standards

* By 06/30/2018, more than 75 % of Mission Bay High Students, English Learner will receive additional supplemental academic support (20 students)

to meet standards WHAT DATA DID YOU USE TO FORM THESE GOALS?

CELDT Interim Assessments End-Of-Course Exams SBAC DRA2 SMI SRI KDS Other Other Assessments (Please Specify): Progress and Growth Monitoring:

Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of

SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and

become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning

cycles, each cycle building student capacity around this goal.

Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive

instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).



Area 2: Mathematics Mathematics SMART Goal:

* By 06/30/2018, more than 97 % of Mission Bay High Students will be enrolled (233 students) in "a-g" Math courses


* By 06/30/2018, more than 75 % of Mission Bay High Black or African American, Students will receive needed supplemental academic support (16

students) to meet standards

* By 06/30/2018, more than 75 % of Mission Bay High Special Education, Students will receive additional supplemental academic support (21 students)

to meet standards

* By 06/30/2018, more than 75 % of Mission Bay High Students, Hispanic or Latino will supplemental academic support (115 students) to meet

standards

* By 06/30/2018, more than 75 % of Mission Bay High Students, English Learner will receive needed supplemental academic support (20 students) to

meet standards WHAT DATA DID YOU USE TO FORM THESE GOALS?

CELDT Interim Assessments End-Of-Course Exams SBAC DRA2 SMI SRI KDS Other Other Assessments (Please Specify):

Grade and course level developed assessments. Progress and Growth Monitoring:




cycles, each cycle building student capacity around this goal. Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive




Area 3: English Learner English Learner SMART Goal:

* By 06/14/2018, 45 % of Mission Bay High English Learner, Students will achieve a one proficiency level in California English Language

Development Test

Closing the Gap SMART Goal: WHAT DATA DID YOU USE TO FORM THESE GOALS?

CELDT Interim Assessments End-Of-Course Exams SBAC DRA2 SMI SRI KDS Other Other Assessments (Please Specify): Progress and Growth Monitoring:









Area 4: Graduation/Promotion Rate Graduation Rate SMART Goal:

* By 06/30/2018, 96 % of Mission Bay High Students, Grade 12 will achieve a meet or exceed requirements in Graduation/Promotion Rate


* By 06/16/2016, 85 % of Mission Bay High Students, Grade 12, Hispanic or Latino will complete a-g in Graduation/Promotion Rate WHAT DATA DID YOU USE TO FORM THESE GOALS?

CELDT Interim Assessments End-Of-Course Exams SBAC DRA2 SMI SRI KDS Other Other Assessments (Please Specify):

Student participation rate in June and Summer ceremony. Student completion of San Diego Unified School District A-G graduation requirements. Progress and Growth Monitoring:









Area 5: Parent Involvement and Community Engagement Parent Involvement and Community Engagement SMART Goal:

* By 06/30/2017, 75 % of Mission Bay High Parents/Guardians will use Grade Book and Parent Connect in Parent and Community Engagement

* By 06/30/2017, 100 % of Mission Bay High Staff will have syllabi and expectations for families and posted contact information with email info from

the school in Parent and Community Engagement Targeted Population:

Parents and guardians of 9th

grade students, in order to establish a culture for the next four years.

What data did you use to form these goals?:

District Surveys, parent feedback, WASC three year review. Progress and Growth Monitoring:

Teachers will review parent sign in sheets from Back-to -School/ curriculum Night, Open House, and other family friend events and submit them to the

administration for review. The sheets will be shared with counseling, SSC, ELAC, ILT and SGT upon request then kept on file.

The counseling, office and administration staff will contact parents by phone, email or mail to provide them with suggestions for activities to assist their

student in meeting educational goals or provide additional progress and growth monitoring supports.



BUDGET: Resources Aligned to Area Goals Core Program: Edit the core program for your site

Universal Access to Strong Core Instructional Program (Tier 1):

- Enroll all ninth grade students in learning team with core teachers to support academic, social, and mentoring support

- Offer after-school academic support opportunities for all students.

- Evaluate student work through consensus scoring teams.

- Provide opportunities for tutoring and technology supports in an after-school support program daily.

- Focus on instructional strategies based on SDAIE to improve achievement of English learners.

- Continue to focus supports and interventions through Embedded Support.

- All departments and teachers will disaggregate data to support individual students, as well as significant subgroups.

- Continue to align assessments and evaluation with literacy, ELD and math standards.

- Continue development of timelines from which the standards will be taught.

- Create Problem Based Learning (PBL) projects for standards- based lessons.

- Share standards-aligned materials that have been used successfully to teach and re-teach the standards.

- Analyze data to guide instruction and disaggregated assessment data to modify and pace instruction.

- Share best practices.

- Provide test prep support for students to take the PSAT and SAT.

- Administer the PSAT to 10th grade students during the school day.

- Administer the Naviance career assessment to 11th grade students.

- Increase the number of students participating in AP or IB courses.

- Fund AVID team to attend AVID summer conference.

Strategic Support (Tier 2)

- Targeted small group instruction will be used.

- Enroll students who perform significantly below grade level in a support English or math class.

- Place 9th grade students who perform far below basic and struggled in eighth grade English in a year-long English course.

- Provide increased after-school educational opportunities for under-performing students.

- Develop and implement instructional strategies to scaffold standards to meet the needs of English learners.

- Provide after-school math support daily.

- Offer after-school PSAT and SAT support.

- Continue on-going RTI support of appropriate placement and in-class.

- Develop targeted intervention program based on student needs, throughout the school year.

Intensive Intervention (Tier 3)

- Create a 9th grade alternative support program for incoming students who score significantly below grade level.

- Provide additional support for students that are "Standard Not Met" or "Standard Nearly Met"



1. Strategies to meet ELA/Math/ELD goals (Maximizing Instructional Time) (7/1/2017 - 6/30/2018):

Continue to strengthen school-wide implementation of research based instructional practices through supplemental materials and supplemental

curriculum. Proposed

Expenditures

FTE Salary Estimated Cost Funding Source

Budget Code

Funding Source Area Goal(s) Rationale

How will you monitor these strategies/activities?:

Ongoing conversations during PLC, ILT, and admin meetings.

2. Strategies to meet ELA/Math/ELD goals (Closing the Gap) (7/1/2017 - 6/30/2018):

Mission Bay High School staff will continue to implement best teaching strategies to support student development in English Language Arts and

Mathematics. They will specifically target English Learners and students of color who struggling to meet proficiency levels. The staff will collaborate

with each other, in PLC format, to improve their teaching methods. They will also attend training to enhance their teaching practice. Proposed

Expenditures FTE Salary Estimated

Cost Funding

Source Budget

Code

Funding

Source Area

Goal(s) Rationale

Regular Teacher 0.8400 $69,078.24 $96,953.93 0350-30100-00-

1107-1000-1110-

01000-0000

Title I Basic

Program 02, 03, 04,

LCFF 1, LCFF

2

Additional Math Teacher to support student development and allow for

support class/daily math for struggling students.

Regular Teacher 0.1000 $8,223.60 $11,542.14 0350-30106-00-

1107-1000-1110-

01000-0000

Title I Supplmnt

Prog Imprvmnt 02, 03, 04,

LCFF 1, LCFF

2

Additional Math Teacher to support student development and allow for

support class/daily math for struggling students.

Prof&Curriclm Dev

Vist Tchr $16,000.00 $19,028.80 0350-30100-00-

1192-1000-1110-

01000-0000

Title I Basic

Program 01, 02, 03,

LCFF 2, LCFF

3

Visiting teachers to be used to cover classrooms during PLC time for

MBHS staff, including but not limited to English, Math, Science, and Social

Studies. Supplies $8,741.07 $8,741.07 0350-30100-00-

4301-1000-1110-

01000-0000

Title I Basic

Program 01, 02, 03, 04,

LCFF 1, LCFF

2

Supplies to support instruction in the classroom, to be used to support

English and Mathematics instruction. The supplies will be used in Math in

English classrooms, and also other core subject areas which increase

student knowledge in ELA and Math. Conference Local $3,000.00 $3,000.00 0350-30100-00-

5209-1000-1110-

01000-0000

Title I Basic

Program 01, 02, 03,

LCFF 3 Conference payment to be used for conferences, including but not limited

to, AVID, IB or county conferences.



3. Strategies to meet ELA/Math/ELD goals (Professional Development) (7/1/2017 - 6/30/2018):

Mission Bay Professional Development will take place at school within common prep periods and PLC time, as well as, district, county and local



conferences. When teachers attend a conference, they will be working to develop their practice, but also bring back their learning opportunities to their

colleagues. The Instructional Leadership Team will collaborate with administration to plan school wide professional development opportunities. Mission

Bay Staff will work with district resource teachers and counselors, when needed, for instructional insight. Proposed

Expenditures

FTE Salary Estimated

Cost

Funding Source

Budget Code

Funding

Source

Area Goal(s) Rationale

Prof&Curriclm Dev

Vist Tchr $1,800.00 $2,140.74 0350-30106-00-

1192-1000-1110-

01000-0000

Title I Supplmnt

Prog Imprvmnt 01, 02, 03, LCFF

1, LCFF 3 Visiting Teachers to support teacher PLC time, as well as, teachers

while they are attending conferences and district/county professional

development. Travel Conference $5,000.00 $5,000.00 0350-30100-00-

5207-1000-1110-

01000-0000

Title I Basic

Program 01, 02, 03, LCFF

1, LCFF 2, LCFF

3

Conference and Travel to be used to support student learning, types of

PD to be included, but not limited to are QTEL, IB, County EL

support, Common Core and NGSS professional development.



4. Strategies to meet graduation/promotion rates (Social/Emotional Supports) (7/1/2017 - 6/30/2018):

Mission Bay's counseling department will work with staff and outside resources to support students as they complete the "a-g" graduation requirements.

They will monitor student progress over the four years of high school, ensuring students are enrolled in the necessary courses. Have student re-take any

classes which they earned a D or F in order to provide students with as many opportunities post-high school as possible. The counseling staff will offer

college and career field trips to engage and help students plan for life beyond high school. If a student is struggling, then the staff will work directly with

the teacher and other staff to ensure supports is in place to help the student succeed. Proposed

Expenditures


Cost Funding Source

Budget Code Funding

Source Area

Goal(s)

Rationale

Counselor Hrly $4,000.00 $4,757.20 0350-30100-00-1260-

3110-0000-01000-0000 Title I Basic

Program 03, 04, 05 Counselor Hourly to check student progress after summer school, update

student course work for upcoming school year and support new students

to MBHS. Supplies $2,403.12 $2,403.12 0350-30106-00-4301-

1000-1110-01000-0000 Title I Supplmnt

Prog Imprvmnt 01, 02, 03,

04 Supplies to support student graduation, to be use within the classroom,

by the counseling staff and admin team to ensure MBHS students are

meeting A-G requirements.



5. Strategies to meet parent engagement goals (7/1/2017 - 6/30/2018):

Mission Bay High School will hold a variety of parent engagement opportunities. The events will be promoted through the schools website/calendar,

weekly call-outs to families, and email blasts through either Peachjar or school messenger. They will include, but are not limited to the following: before

school orientation, college planning nights, Back to School Night, Principal's Coffee, Friends of Pacific Beach Secondary School Meetings, Mission Bay



Cluster Meetings, PIQE Institute, and more. Proposed

Expenditures


Cost Funding Source

Budget Code Funding

Source Area

Goal(s)

Rationale

Vice-Principal Hrly $1,000.00 $1,189.30 0350-30103-00-1359-

2700-0000-01000-0000 Title I Parent

Involvement 05 Vice Principals working with families outside of contracted work year.

Meetings will included, but are not limited to, scheduling concerns,

student mental health and IEP needs. Non Clsrm Tchr Hrly $1,000.00 $1,189.30 0350-30103-00-1957-

2495-0000-01000-0000 Title I Parent

Involvement 05 Teachers to work with parents, families and the community to teach them

to support students and their educational needs Supplies $1,254.40 $1,254.40 0350-30103-00-4301-

2495-0000-01000-0000 Title I Parent

Involvement 05 Supplies to be used during parent meetings, including, but not limited to

college and career nights, Back to School syllabus and parent newsletters. Inservice supplies $500.00 $500.00 0350-30103-00-4304-

2495-0000-01000-0000 Title I Parent

Involvement 05 Supplies to support parent meetings and events, including but not limited

to paper, post-its, markers, etc.





Local Control Funding Formula Goals and Budget Goal 1: Intervention Supports Student learning is analyzed in real time, resulting in a plan that responds to identified needs, the supports are timely on-going and linked to the outcomes

of the core instructional program, how will you utilize your funds to maximize results for students? Intervention Support Goal::

Mission Bay High School will monitor student’s enrollment and achievement in a-g courses and support their success through intervention classes,

including every day math and English, AVID, IB Support classes. This will also include support in the classroom with a variety of teaching strategies.

Identified Need::

All students who are not meeting grade level standards and are not on track to graduate.

Target Group:: All students that are not meeting grade level standards Monitoring::

Teachers will provide balanced literacy instruction. - Staff will use multiple measures of assessment (i.e., End of Unit Inquiry assessments, Benchmarks, teacher created assessments to monitor progress and

adjust instruction based upon the needs of students.) - Staff will analyze on demand and other student writing using grade level writing rubrics to provide students with concrete feedback and direction as it

relates to grade level standards.

- Teachers will use graphic organizers and Thinking Maps to support student understanding.

- All English learners will be assessed using CELDT Personnel Responsible:: The principal will have quarterly monitoring system to monitor all students by classroom. Meeting with teachers monthly to review process of targeted

students. Multiple studies/research based practices to confirm that student learning is enhanced. Has the ability to teach in a small group instruction

model. Has the ability to use Illuminate to monitor student achievement and progress. Has the ability to share data with student, staff, parents and

administration. Collaborate with a highly experienced staff to provide strong instruction for students. Provide early and effective intervention strategies

to ensure success in the reading process and math concepts. Have good oral and written communication skills in English to students, staff, parents and

administration

Goal 2: Classroom Supports A variety of classroom supports expand or enhance core instructional programs, how do these supports align to your instructional program? Classroom Support Goal::

Monitor all targeted student. Targeted additional small flexible group instruction will be used to address specific needs in literacy

- Teachers will make a home contact i.e. progress report, phone call, home visit to discuss the progress of their at risk student. This is logged by teacher

- Educational specialist will provide push in supplemental small group instruction for targeted students in need.



- Intensive, focused, small group direct instruction will be provided to students at their point of need, across content areas by classroom teacher.

- Students will engage in strategic computer intervention and media supports to accelerate, remediate and reteach concepts

Extended learning time (as funding permits) will be provided to address specific student needs as identified through teacher, grade level and

site analysis. Community field trips and assemblies relevant to grade level standards will be provided to broaden experiences and build schema.

Identified Need:: Identifying all students who do not meet grade level standards in Reading, writing and Math. Target Group::

Identifying all student who do not meet grade level standards in Reading, writing and Math Monitoring::

Classroom Teacher and principal Personnel Responsible:: Classroom Teacher and principal Goal 3: Professional Development Professional learning is a response to student and adult need--according to your current reality, what type of teacher learning will you lead at your site

and how will you utilize your funds to maximize results for students? Professional Development Goal:

Focusing on the new California Common Core State Standards, Professional Development will be provided by the experts of reading strategies that work

to all teachers and administration. The training will take place at the school site throughout the year and all teachers and staff will be attending. Teachers

will have the opportunity to work collaboratively to identify grade level proficiency using the results of district benchmarks and other assessments to plan

instruction, monitor student progress, adjust instruction accordingly

Identified Need:: CCSS Writing is the focus of the year. Student will be working diligently on the CCSS writing process Target Group::

All students not meeting grade level standards.

Monitoring:: Classroom teachers will attend professional development on how to better support student growth. Specifically for students who are struggling.

Personnel Responsible:: ILT, SSC and Principal focusing on the yearly PD plans and site vision.

LCFF Intervention Supports Please provide a DETAILED description of the activity or strategy and the targeted students.

Proposed FTE Salary Estimated Funding Funding Area Goal(s) Rationale



Expenditures Cost Source Budget

Code Source

Network Sys Techn

- 0.5000 $21,615.00 $44,200.59 0350-09800-00-

2405-2700-0000-

01000-0000

LCFF

Intervention

Support

01, 02, 03, 04, 05,

LCFF 1, LCFF 2,

LCFF 3

"Tech Guy/Gal" to support learning within the classroom as well as,

support with technical set up of school events (Back to School Night,

College Evenings, PIQE, etc.) Prof&Curriclm Dev

Vist Tchr $4,000.00 $4,757.20 0350-09800-00-

1192-1000-1110-

01000-0000

LCFF

Intervention

Support

01, 02, 03, LCFF

1, LCFF 2 Visiting teachers to be used while MBHS staff are working together in a

PLC, planning day, or attending professional development.

Counselor Hrly $3,000.00 $3,567.90 0350-09800-00-

1260-3110-0000-

01000-0000

LCFF

Intervention

Support

04, 05, LCFF 2 Counselor hourly to be using during the summer for parent meetings and

completing any schedule changes and course adjustments after summer

school. Also to be used for after school meetings and events. Vice-Principal Hrly $4,000.00 $4,757.20 0350-09800-00-

1359-2700-0000-

01000-0000

LCFF

Intervention

Support

01, 02, 03 Vice Principal hourly to be used outside of contracted time to support

work on master schedule, conferencing with families, and preparation of

student orientation. As well as, PD for staff before the school year

begins. Non Clsrm Tchr

Hrly $4,000.00 $4,757.20 0350-09800-00-

1957-2420-0000-

01000-0000

LCFF

Intervention

Support

01, 02, 03, 04,

LCFF 1, LCFF 3 PLC and staff hourly rate outside of the school day, either in the

afternoon or on the weekend. For staff collaboration and planning in

mathematics, English Language Arts and other subject areas. Including

strategic planning for EL students. Clerical Substitute

Hrly $500.00 $631.00 0350-09800-00-

2456-2700-0000-

01000-0000

LCFF

Intervention

Support

01, 02, 03, 04, 05,

LCFF 1 Support for translation, parent meetings and other school events outside

contracted hours.

Supplies $9,123.91 $9,123.91 0350-09800-00-

4301-1000-1110-

01000-0000

LCFF

Intervention

Support

01, 02, 03, 04,

LCFF 1, LCFF 2 Supplies to be used to enhance instruction within the classroom.

Teachers in mathematics, science, ELA and social studies will use

supplies to enhance their lessons to support student learning needs,

including EL Support. Conference Local $2,000.00 $2,000.00 0350-09800-00-

5209-1000-1110-

01000-0000

LCFF

Intervention

Support

01, 02, 03, LCFF

1 Conferences to include, but not limited to AVID, IB, county and other

teacher learning opportunities.

Dues - Other $15,000.00 $15,000.00 0350-09800-00-

5302-1000-1110-

01000-0000

LCFF

Intervention

Support

01, 02, 04, LCFF

2, LCFF 3 Dues for IB. Both for IB organization and CA Association of IB Schools.

Interprogram

Svcs/Field Trip $2,000.00 $2,000.00 0350-09800-00-

5735-1000-1110-

01000-0000

LCFF

Intervention

Support

01, 02, 03, LCFF

2 Field trips, including transpiration to be used to support coursework in

English and Math.

Interprogram

Svcs/Paper $5,000.00 $5,000.00 0350-09800-00-

5733-1000-1110-

01000-0000

LCFF

Intervention

Support

01, 02, 03, LCFF

1, LCFF 2 Paper to be used to support student learning.



APPENDICES

This section contains the following appendices that will assist the School Site Council in

completing the Single Plan for Student Achievement (SPSA) and in maintaining a cycle of

continuous improvement:

A. Data Reports

B. 2016-18 High School LCAP Goals

C. Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools

D. Home/School Compact

E. Title I/MPP Budget Allocations Summary Grid

F. 2017-18 SPSA Assessment and Evaluation

G. WASC Recommendations (WASC Schools Only)



APPENDIX A

DATA REPORTS

Data Reports: Attached Data comes from www.sandi.net/my-school :ELA/Math Multi-year

Demographic Summary Additional data for schools can be found in:

• Illuminate

• CDE: http://caaspp.cde.ca.gov/sb2016/Search

* Enrollment, participation date, ethnicity demographics, and language demographics will

impact the results of data. Data is organized and reported differently amongst the data

sources above.

http://sandi.net/my-school

http://caaspp.cde.ca.gov/sb2016/Search

Mission Bay (350)All Grades Combined

N

English Language Arts MathematicsChg from2015 2016 2011 2015 2016 20162015201120162015 200920152009

%%Student Group N % %N N % N % N % N N N N %% % % % %%2015

Chg from

Total 201 43.8 233 48.9 233 48.9 201 43.8 233 48.9 209 24.4 238 26.1 238 26.1 209 24.4 238 26.15.15.1 1.6 1.6

Female 90 53.3 118 57.6 118 57.6 90 53.3 118 57.6 92 26.1 119 23.5 119 23.5 92 26.1 119 23.54.34.3 -2.6 -2.6Male 111 36.0 115 40.0 115 40.0 111 36.0 115 40.0 117 23.1 119 28.6 119 28.6 117 23.1 119 28.64.04.0 5.5 5.5

African American 21 23.8 21 38.1 21 38.1 21 23.8 21 38.1 22 9.1 21 14.3 21 14.3 22 9.1 21 14.314.314.3 5.2 5.2Asian 1 --- 3 --- 3 --- 1 --- 3 --- 1 --- 4 --- 4 --- 1 --- 4 --------- --- ---Filipino 1 --- 3 --- 3 --- 1 --- 3 --- 1 --- 3 --- 3 --- 1 --- 3 --------- --- ---Hispanic 119 31.9 149 40.9 149 40.9 119 31.9 149 40.9 122 14.8 150 16.0 150 16.0 122 14.8 150 16.09.09.0 1.2 1.2Indochinese 7 --- 3 --- 3 --- 7 --- 3 --- 7 --- 3 --- 3 --- 7 --- 3 --------- --- ---Native AmericanPacific Islander 1 --- 1 --- 1 --- 1 --- 1 --- 1 ---White 46 71.7 41 80.5 41 80.5 46 71.7 41 80.5 49 46.9 44 56.8 44 56.8 49 46.9 44 56.88.78.7 9.9 9.9Multiracial 6 --- 12 50.0 12 50.0 6 --- 12 50.0 7 --- 12 41.7 12 41.7 7 --- 12 41.7------ --- ---

English Learner+ 13 0.0 17 5.9 17 5.9 13 0.0 17 5.9 15 0.0 18 0.0 18 0.0 15 0.0 18 0.05.95.9 0.0 0.0English-Speaking+ 188 46.8 216 52.3 216 52.3 188 46.8 216 52.3 194 26.3 220 28.2 220 28.2 194 26.3 220 28.25.55.5 1.9 1.9 Reclassified+ 88 37.5 94 40.4 94 40.4 88 37.5 94 40.4 91 18.7 96 11.5 96 11.5 91 18.7 96 11.52.92.9 -7.2 -7.2 Initially English-Speaking 100 55.0 122 61.5 122 61.5 100 55.0 122 61.5 103 33.0 124 41.1 124 41.1 103 33.0 124 41.16.56.5 8.1 8.1

Econ. Disadvantaged* 147 40.1 168 39.9 168 39.9 147 40.1 168 39.9 154 21.4 171 14.6 171 14.6 154 21.4 171 14.6-0.3-0.3 -6.8 -6.8Non-Econ. Disadvantaged* 54 53.7 65 72.3 65 72.3 54 53.7 65 72.3 55 32.7 67 55.2 67 55.2 55 32.7 67 55.218.618.6 22.5 22.5

Gifted 49 73.5 53 77.4 53 77.4 49 73.5 53 77.4 51 58.8 57 50.9 57 50.9 51 58.8 57 50.93.93.9 -7.9 -7.9Not Gifted 152 34.2 180 40.6 180 40.6 152 34.2 180 40.6 158 13.3 181 18.2 181 18.2 158 13.3 181 18.26.36.3 4.9 4.9

Students with Disabilities 22 13.6 25 12.0 25 12.0 22 13.6 25 12.0 24 4.2 23 0.0 23 0.0 24 4.2 23 0.0-1.6-1.6 -4.2 -4.2Students wo Disabilities 179 47.5 208 53.4 208 53.4 179 47.5 208 53.4 185 27.0 215 28.8 215 28.8 185 27.0 215 28.85.95.9 1.8 1.8

Homeless 5 --- 8 --- 8 --- 5 --- 8 --- 5 --- 8 --- 8 --- 5 --- 8 --------- --- ---Foster

Military 15 60.0 17 47.1 17 47.1 15 60.0 17 47.1 15 33.3 18 33.3 18 33.3 15 33.3 18 33.3-12.9-12.9 0.0 0.0

+ All students redesignated during the school year from English Learner to Reclassifed Fluent English Proficient are counted here as fluent English Speaking.* In Provision 2 schools, only students who meet free or reduced-price meal eligibility criteria are counted as Economically Disadvantaged.

Page 19/19/2016 Integrated Technology Support Services

Data Analysis and Reporting

2015-2016 California Smarter Balanced Summative Test ResultsPercentage of Students Meeting or Exceeding Standard by Grade Level



APPENDIX B

2016-18 HIGH SCHOOL LCAP GOALS

Appendix B 2016-18 High School LCAP Goals

Enter Student Enrollment by Grade Level 9th - 327, 10th - 249, 11th - 233, 12th - 235

1. Cohort Graduation Rate - Our cohort graduation rate increased

from _____% for the Class of 2014 to _____% for the Class of 2015

(Include the number of students this represents).

1. Cohort Graduation Rate - Our cohort graduation rate increased from 94.0% for the Class of 2014

to 94.8% for the Class of 2015.

- The Mission Bay Admin Team, Counseling Department, and Registrar closely monitor student

progress throughout the year. During the year they will ensure students are meeting course

requirement, they will work closely with the student and the teacher to establish tutoring sessions

and/or a plan for the student to complete the course. Counselors will also schedule students in

credit recovery classes or course retake, when needed.

2. On Track to Graduation: The percentage of students who started

their senior year on track for graduation will increase from ____% in

2016 to ____% in 2017 (Include the number of students this

represents).

2. On Track to Graduation: The percentage of students who started their senior year on track for

graduation will increase from 64% in 2016 to 68.4% (160/234 students) in 2017.

- Over the last two years, student schedules at Mission Bay Have been streamlined to ensure

students are On Track starting in their freshman year. A change has been all students enrolled in

physics their 9th grade year. The counseling staff are setting up high school plans when they enroll

a student as a 9th grader looking at our three unique pathways. (IB, IT Game Design, Engineering)

3. Passing Rates: The percentage of students at each grade level

receiving only A, B and C grades will increase from ____% in 2016

and ____% in 2017 (Include the number of students this represents).

3. Passing Rates: The percentage of students at each grade level receiving only A, B and C grades

will increase from 39.1% (401/1026) in 2016 to 42.0% (438) in 2017.

- The Mission Bay after school tutoring program, ACES, has contributed to more students passing

their classes with a C or better. Typically MBHS will have 80 - 120 students attending ACES daily.

Many of the departments have taken a closer look at their grades.

4. UC Readiness: The percentage of graduates who complete the

necessary coursework to enter the University of California (UC A-G

with a C or better) will increase from ____% in 2016 to ____% in

2017 (Include the number of students this represents).

4. UC Readiness: The percentage of graduates who complete the necessary coursework to enter

the University of California (UC A-G with a C or better) will increase from 51.5% in 2015 (122/237

Total Graduates) to 55% in 2017 (130/237 Graduates).

- Mission Bay Counseling Staff has been closely monitoring student progress. The use of the "Jaffe

Tool" has been extreme helpful monitoring student progress and ensuring students are on track to

graduate. The counselors have also taken a mindset of working with students to replace D/F

grades early in their high school career, rather than waiting till senior year.

Mission Bay High School

College and Career Readiness


5. Early Assessment Program: The percentage of students who

score "ready" on the mathematics portion of the EAP will increase

from ____% in 2016 to _____% in 2017 (Include the number of

students this represents).

5. Early Assessment Program: The percentage of students who score "ready" on the mathematics

portion of the EAP will increase from 26.1% (62/238 students) in 2016 to 29.1% (67/233 students)

in 2017.

- The Mission Bay Math Department has worked closely this year to re-evaluate the mathematics

continuum at Mission Bay, specifically evaluating what in being taught in INTG Math I - III.

6. Early Assessment Program: The percentage of students who

score "ready" on the ELA portion of the EAP will increase from

____% in 2016 to _____% in 2017 (Include the number of students

this represents).

6. Early Assessment Program: The percentage of students who score "ready" on the ELA portion

of the EAP will increase from 48.9% (114/233 students) in 2016 to 53.9% (126/233 students) in

2017.

- Mission Bay English Department continues to develop active learners. As standards have shifted

to Common Core, the English department continues to bring new literary experience to the

students. The Mission Bay History department continues to increase the number of primary

sources they are using with students.

7. AP/IB: The percentage of students who took an AP/IB course will

increase from ____% in 2016 to ____% in 2017 (Include the number

of students this represents).

7. AP/IB: The percentage of students who pass one or more AP/IB courses will increase from

66.5% (110/167 students) in 2016 to 70% in 2017.

Mission Bay had a lower testing year during the 2015-2016 school year, because of the number of

seniors who are full diploma students, the number of students testing will increase for the 2016-

2017 school year. Changes have also been made to the course offering, specifically, the number of

IB Math Studies has increased from one section to three sections, this has allowed for more

access to IB courses.

8. AP/IB: The percentage of students who pass an AP/IB course will

increase from ____% in 2016 to ____% in 2017 (Include the number

of students this represents).

8. AP/IB: The total number of AP/IB courses passed will increase from 85% (813/951 course

grades A, B or C) in 2016 to 87% in 2017 (979/1125 course grades A, B, or C).

- The IB/AP program at Mission Bay continues to grow. As students enter Mission Bay, they (along

with families) are working closely with the IB Coordinator to develop a four year plan. The IB

Coordinator also works with students who were not initially on an IB track to support the growth of

the program. Mission Bay has also been using the EOS data to grow the program.

9. AP/IB: The percentage of students who passed an AP/IB exam

will increase from ____% in 2016 to ____% in 2017 (Include the

number of students this represents).

9. AP/IB: The percentage of students who passed an AP/IB exam will increase from 37.3% (94/252

students) in 2016 to 40% in 2017.

- The IB/AP staff in collaboration with the IB coordinator spent time evaluating student tests scores

from 2016. We showed success in IB English, AP Spanish and IB Spanish. At the same time, we

did see student struggles in AP Statistics and IB Sciences. Teachers have made adjustment to

their teaching for the 2017 school year. They also valued the feedback from IB regarding the

Internal Assessments which factor into a students overall IB grade.


10. CCTE: The CCTE completer rate will increase from ____% in

2016 to ____% in 2017.

10. CCTE: The CCTE completer rate will increase from 88% (296/335 students) in 2016 to 90% in

2017.

- Pathway development has been the focus of the current administration over the last three years.

IT - Game Design and Engineering programs are promoted to all students as they enter Mission

Bay. Counselors are working closely with students to keep them on the pathways. We truly

appreciate the support the CCTE department has provided to ensure staff has all of the necessary

materials to teach the most up to date practices in the field.

11. College Coursework: The percentage of students who take

college coursework and/or CCTE community college articulated

coursework will increase from ____% in 2016 to _____% in 2017


10. College Coursework: The percentage of students who pass college coursework and/or CCTE

community college articulated coursework will increase from 0% in 2016 to 0% in 2017 (Include the


- Mission Bay does not currently partnership with a community college. We have spent our energy

enhancing our IB/AP program. We have struggled bringing in a community program which will work

well with our A/B day schedule, also that will not impact our IB program.

12. College Coursework: The percentage of students who pass

college coursework and/or CCTE community college articulated

coursework will increase from ____% in 2016 to _____% in 2017


11. College Coursework: The percentage of college courses or CCTE community college

articulated courses passed will increase from 88% (296/335 students) in 2016 to 90% in 2017

(Include the total number of courses passed).

- The CCTE program at Mission Bay only continues to grow. This growth has been a focus at

Mission Bay. Students are picking a pathway has they enroll and being encouraged to continue on

the pathway all three years. for the 17-18 school year, we will have a higher number of course

completes because of the work we did two year ago getting students into the foundation courses.

13. Online Coursework: The percentage of students who take and

pass online coursework will increase from ____% in 2016 to ____%

in 2017 (Include the number of students this represents).

13. Online Coursework: The percentage of students who pass online coursework will increase from

72.5% (261/360 students) in 2016 to 76% in 2017 (90/118 students) (Include the number of


- Mission Bay grew their online footprint too big in 2016. We didn't see the success rates we would

have liked. We had most of our entry level language (Spanish and French) online, with mixed

success. For the 2017 school year we dropped the number of students enrolled in online program,

which primarily focus on credit recovery. There is still a small percentage of language students who

are taking language courses online.

School Culture


1. CHKS: Meaningful Participation - The percentage of students who

agree or strongly agree will increase by ____% in 2016 to _____% in

2017 (Include the number of students this represents).

1. CHKS: Meaningful Participation - The percentage of students who agree or strongly agree will

increase by 12.3% in 2016 to 15% (35/233 students) in 2017 (Include the number of students this

represents).

- Mission Bay High School staff have continued to develop engaging lessons. Specifically, History

and English teachers have been working in collaboration to develop grade level lessons. As a

school, staff have been developing "mini-Internal Assessments" which are typically real-world,

project based lessons.

2. CHKS: Caring Relationship - The percentage of students who

agree or strongly agree will increase from ____% in 2016 to _____%


2. CHKS: Caring Relationship - The percentage of students who agree or strongly agree will

increase from 27.4% in 2016 to 30% (69/233 students) in 2017.

- Mission Bay has focused on developing the IB Learner Profile throughout the campus. The

number of teachers participating in the after school programs, including athletics continue to

increase. We have also been fortunate to have a few new amazing teachers who have the belief

systems that relationships with students are key. They have become a model on our campus.

3. CHKS: High Expectations - The percentage of students who

agree or strongly agree will increase from ____% in 2016 to _____%


3. CHKS: High Expectations - The percentage of students who agree or strongly agree will

increase from 36.5% in 2016 to 40% in 2017 (93/233 students).

- Mission Bay staff is continuing to grow a college going culture, specifically encouraging to explore

four year universities and participation for all students in our IB program.

4. Attendance Rates - Our attendance rate will increase from

_____% in 2016 to _____% in 2017 (Include the number of students

this represents).

4. Attendance Rates - Our attendance rate will increase from 94.63% (173905 days present out of

183766 day) in 2016 to 95.5% (175497 days present out of 183766) in 2017 (Include the number of

students this represents). Note: assuming number of days remain about the same.

- The counseling department, attendance clerk, along with Admin Team, School Police Office, and

nurse monitor student attendance and contact families. Students are also attending Saturday

School to make up missed time.

5. Chronic Absenteeism - Our chronic absenteeism will decrease

from ______% in 2016 to ______% in 2017 (Include the number of


5. Chronic Absenteeism - Our chronic absenteeism will decrease from 16.6% (181/1091 students)

in 2016 to 15% (160/1060 students) in 2017 (Include the number of students this represents).

- This continues to be a struggle for Mission Bay. We have a number of students with high number

of absenteeism. One of the areas we have noticed are our special education population,

specifically students in our Medically Fragile program.

6. Disciplinary Office Referrals - All disciplinary office referrals will be

recorded including student's name, ethnicity, reason for the referral

and action taken. This will create a baseline for determining a goal

next year. See PowerSchool Data


7. Suspension Rates - Our suspension rate will decrease from


this represents).

7. Suspension Rates - Our suspension rate will decrease from 6.5% (68 total) in 2016 to 3% (32

total) in 2017 (Include the number of students this represents).

- Mission Bay's culture continues to change. Our counseling and teachers are building stronger

relationships with students, therefore we are seeing less disciplinary issues with our students. We

would like support implementing more restorative practices.

1. English: The percentage of students meeting and exceeding as

measured by the SBAC will increase from _____% in 2016 to

_____% in 2017 (Include the number of students this represents).

1. English: The percentage of students meeting and exceeding as measured by the SBAC will

increase from 49% (114/233 students) in 2016 to 54% (126/233 students) in 2017.

- School wide

2. English: The percentage of Students with Disabilities meeting and

exceeding as measured by the SBAC will increase from _____% in

2016 to _____% in 2017 (Include the number of students this

represents).

2. English: The percentage of Students with Disabilities meeting and exceeding as measured by

the SBAC will increase from 12% (3/25 students) in 2016 to 17.3% (6/46 students) in 2017.

- Increase support in study skills classes.

3. English: The percentage of English Language Learners meeting

and exceeding as measured by the SBAC will increase from


this represents).

3. English: The percentage of English Language Learners meeting and exceeding as measured by

the SBAC will increase from 4% (1/26 students) in 2016 to 8% (2/23 students) in 2017.

- Mission Bay hired a teacher 50% to support our EL population, she is working with many of our

beginner learners, as well as, supporting our longer term learners.

4. English: The percentage of African and African American students

meeting and exceeding as measured by the SBAC will increase

from _____% in 2016 to _____% in 2017 (Include the number of


4. English: The percentage of African and African American students meeting and exceeding as

measured by the SBAC will increase from 38% (8/21 students) in 2016 to 42% (8/19 Students) in

2017.

- Development of engaging lessons to support student growth.

5. Math: The percentage of students meeting and exceeding as

measured by the SBAC will increase from _____% in 2016 to

_____% in 2017 (Include the number of students this represents).

5. Math: The percentage of students meeting and exceeding as measured by the SBAC will

increase from 26% (62/238 students) in 2016 to 35% (81/233 students) in 2017 (Include the


- The math department has collaborated throughout the year to align their work to ensure all

standards are being covered. We have added every day math for two sections of our 9th grade

INTG Math I, this will increase for the 17-18 school year.

SBAC Proficiency Goals


6. Math: The percentage of Students with Disabilities meeting and



represents).

6. Math: The percentage of Students with Disabilities meeting and exceeding as measured by the

SBAC will increase from 0% (0/23 students) in 2016 to 5% (2/46 students) in 2017 (Include the


- Support classes, but not just the class. We have purposely placed students who need math

support with a teacher who is either co-teaching in a math class or feels more comfortable with

mathematics.

7. Math: The percentage of English Language Learners meeting and



represents).

7. Math: The percentage of English Language Learners meeting and exceeding as measured by

the SBAC will increase from 4% (1/27 students) in 2016 to 8% (2/23 students) in 2017 (Include the


- AVID has helped support students. After school tutors from UCSD.

8. Math: The percentage of African and African American students

meeting and exceeding as measured by the SBAC will increase

from _____% in 2016 to _____% in 2017 (Include the number of


8. Math (OPTIONAL: The percentage of African and African American students meeting and

exceeding as measured by the SBAC will increase from 14% (3/21 students) in 2016 to 21% (4/19

students) in 2017.



APPENDIX C

TITLE I PARENT INVOLVEMENT POLICY

OR

PARENT INVOLVEMENT POLICY

FOR NON-TITLE I SCHOOLS

Attachment 6a – MBHS

SITE TI PIP 2017-2018

Page 1

San Diego Unified School District

Financial Planning and Development

Financial Planning, Monitoring and Accountability Department


T I T L E I P A R E N T I N V O L V E M E N T P O L I C Y 2 01 7 -1 8

In the fall, an annual meeting will be held to share with parents a description of the Title I program and

its requirements.

Mission Bay High School has developed a written Title I parental involvement policy with input

from Title I parents. The document was initially drafted by the principal using previous policies,

then updated for the 2016-2017 school year with input from the School Site Council (SSC) and

the BUC Leadership Team (BLT). BLT is Mission Bay High Schools Governance Team. It has

distributed the policy to parents of Title I students.

It has distributed the policy to parents of Title I students.

The policy will be posted on the school’s website and distributed to family when they enroll and

back to school events including but not limiting to, Orientation and Back to School Night. The

policy describes the means for carrying out the following Title I parental involvement requirements

[20 USC 6318 Section 1118(a)-(f) inclusive].

Involvement of Parents in the Title I Program:

To involve parents in the Title I program at [School Name], the following practices have been

established:

The school convenes an annual meeting to inform parents of Title I students about Title I

requirements and about the right of parents to be involved in the Title I program.

o Parent meeting held during Back to School Night, Scheduled for Thursday,

September 14, 2017.

o Policy and student supports will be discussed at English Learner Advisory Council

(ELAC), SSC and BLT

The school offers a flexible number of meetings for Title I parents, such as meetings in the

morning or evening.

o The Meeting will be held 1 hour before Back to School Night

o SSC, BLT and Parent Coffees are held monthly. ELAC is held every other month.

The school involves parents of Title I students in an organized, ongoing, and timely way, in the

planning, *review, and improvement of the school’s Title I programs and the Title I parental

involvement policy.

o Parental input is essential. Policies will be discussed at SSC meetings, as topics

are discussed, the needs of Title 1 students are addressed. This may include

budgetary decisions or school policies/operations.

o The ELAC concerns and updates are brought to the monthly SSC meeting. A

member of the ELAC committee or Vice Principal will bring ELAC agenda

items to the Site Council.

The school provides parents of Title I students with timely information about Title I programs.



Page 2

o For special meetings, parents are notified in either English or Spanish through

SchoolMessenger auto-dialer or email. Meeting information will be posted on the

school website calendar, and marquee.

The school provides parents of Title I students with an explanation of the curriculum used at the

school, the assessments used to measure student progress, and the proficiency levels students are

expected to meet.

o Students receive course syllabi at the beginning of the semester. Syllabi are also

available at Back to School Night, or upon parent request

o Progress reports are sent home every 6 weeks

o Semester report cards are mailed home to families by SDUSD, a paper copy is

also sent home with students

o IEP goal updates are sent home quarterly

o Student language development scores California English Learner Development

Test (CELDT) are updated yearly

o Conference opportunities occur throughout the year by contacting the teacher,

counselor or administration

o Open House and Back to School Night happen in the fall and spring semesters

If requested by parents of Title I students, the school provides opportunities for regular meetings

that allow the parents to participate in decisions relating to the education of their children.

o Parents are encouraged to contact teachers individually or through the

counseling office whenever they have questions or concerns about their

children’s academic progress and well-being at school.

Home School-Parent Compact:

Mission Bay High School distributes to parents of Title I students a school-parent compact. The

compact, which has been jointly developed with parents, outlines how parents, the entire school staff,

and students will share the responsibility for improved student academic achievement. It describes

specific ways the school and families will partner to help children achieve the State’s high academic

standards. It addresses the following legally required items, as well as other items suggested by

parents of Title I students.

The school’s responsibility to provide high-quality curriculum and instruction

The ways parents will be responsible for supporting their children’s learning

The importance of ongoing communication between parents and teachers through, at a

minimum, annual parent-teacher conferences; frequent reports on student progress; access to

staff; opportunities for parents to volunteer and participate in their child’s class; and

opportunities to observe classroom activities

A draft of the Home School compact was created by the principal using previous versions of the

document. Updates were made based on school programs such as after school tutoring support,

student information system capabilities, such as yearly PowerSchool updates, changes in teacher

technology, and input from teachers. The document is then presented to the BLT and SSC for

review before sending home to families.



Page 3

Building Capacity for Involvement:

Mission Bay High School engages Title I parents in meaningful interactions with the school. It

supports a partnership among staff, parents, and the community to improve student academic

achievement. To help reach these goals, the school has established the following practices.

The school provides Title I parents with assistance in understanding the State’s academic

content standards, assessments, and how to monitor and improve the achievement of their

children.

o MBHS works with Parent Institute for Quality Education (PIQE) to run a course

for parents which not only educate students about high school, A-G goals and

credit requirements, but also educate parents on the preparing for their child to

attend college

o Families are encouraged to meet with teachers, counselors, case managers and

administration during their child’s high school career so everyone is support their

student toward their graduation goals

o Principal Coffee, Back to School Night, College Events and other opportunities are

held to encourage families to learn and become more active participants at MBHS

o A Family Handbook was created to help parents understand school policies and

procedures (distributed in both English and Spanish)

The school provides Title I parents with materials and training to help them work with their

children to improve their children's achievement.

o ELAC, SSC and BLT committees address training yearly and ongoing,

especially as new families join the committees. We believe it is important not

only for parents to learn from Mission Bay Staff, but also learn together from

one another.

With the assistance of Title I parents, the school educates staff members about the value of

parent contributions, and in how to work with parents as equal partners.

o Staff at Mission Bay High School value parent involvement and the

commitment to their student’s education. Staff will make time in their day or

after school to meet with a family to best meet the needs of their child.

The school coordinates and integrates the Title I parental involvement program with other

programs, and conducts other activities, such as parent resource centers, to encourage and

support parents in more fully participating in the education of their children.

o Mission Bay High School believes in input from all committees and subgroups.

At SSC meetings representatives from each of the following report out to the

larger group: ELAC, Instructional Leadership Team (ILT), BLT

The school distributes Information related to school and parent programs, meetings, and other

activities to Title I parents in a format and language that the parents understand.

o Meeting information is posted on the schools website and accessible in the main

office

The school provides support for parental involvement activities requested by Title I parents.

o Activities like College/University visits and information nights, or training around

specific topics are supported by MBHS

Accessibility

Mission Bay High School provides opportunities for the participation of all Title I parents, including

parents with limited English proficiency, parents with disabilities, and parents of migratory students.

Information and school reports are provided in a format and language that parents understand.



Page 4

Mission Bay High School staff is comprised of a number of Spanish speakers within the

front office and on the teaching staff to support our families of language learners

Staff connects with San Diego Unified Translation Department to provide translation

services at parent meetings and school events. The translation department also assist

MBHS in translating parent letters.

Counseling support referrals to community outreach services.



APPENDIX D

HOME/SCHOOL COMPACT

Attachment 7 – Home


Revised 6.29.16 mj8



Financial Planning, Monitoring and Accountability Department

MISSION BAY HIGH SCHOOL

HO M E /SCH O O L CO M P A CT

Mission Bay High School and the parents of the students participating in activities, services, and

programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA),

agree that this compact outlines how the parents, the entire school staff, and the students will

share responsibility for improved student academic achievement and the means by which the

school and parents will build and develop a partnership that will help children achieve

California’s high standards.

This Home/School Compact is in effect during school year 2017-2018.

REQ UI RE D HO M E /SCH O O L CO M P AC T P RO V I S I O NS

S C H O O L R E S P O N S I B I L I T I E S

MBHS will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning

environment that enables participating children to meet California’s student academic

achievement standards as follows:

Provide highly trained and qualified teaching staff

Alignment of instruction with content standards

Ongoing staff development

Supports for English and Mathematics

Tutoring after school (ACES)

International Baccalaureate Resource teacher to work with staff in providing high quality

instruction

Hold parent-teacher conferences during which this compact will be discussed as it relates to the

individual child’s achievement.

2. Hold parent-teacher conferences which this compact will be discussed as it relates to the

individual child’s achievement.

Parent-teacher conferences will be held, as needed, either indicated by the student, parent,

or teacher. Counselor and members of the administration team, may be present at theses

meetings.

3. Provide parents with frequent reports on their child’s progress.

Progress reports are sent home with students approximately every six weeks. Semester

grades will be mailed home by San Diego Unified School District, at the end of Semester

One grades will also be sent home with students.

4. Provide parents reasonable access to staff.



Revised 6.29.16 mj8

Before School

After School

During the school day, on the teachers prep time

An appointment is encouraged, and preferred

Meetings are held either in the teachers classroom or within the counseling conference

room

5. Provide parents opportunities to volunteer and participate in their child’s class, and to

observe classroom activities, as follows:

Participation in Governance (Buc Leadership Team), Friends of Pacific Beach Secondary

Schools (FOPBSS), ELAC (English Learner Advisory Committee), and SSC meetings

Shadowing a student – counselor or administer can coordinate date/time

Volunteering in classrooms or during special events



Revised 6.29.16 mj8

Page 2, Home/School Compact


P A R E N T R E S P O N S I B I L I T I E S

We, as parents, will support our child’s learning by:

Monitoring attendance.

Making sure that homework is completed.

Monitoring amount of television my child watches and usage of electronic devices.

Volunteering in my child’s classroom.

Participating, as appropriate, in decisions relating to my child’s education.

Promoting positive use of my child’s extracurricular time.

Staying informed about my child’s education and communicating with the school by

promptly reading all notices from the school or the school district either received by my

child or by mail and responding, as appropriate.

Serving, to the extent possible, on advisory groups, such as the School Site Council

(SSC), the District Advisory Council for Compensatory Education (DAC), the English

Learner Advisory Committee (ELAC), or other school advisory groups.

S T U D E N T R E S P O N S I B I L I T I E S

We, as students, will share the responsibility to improve our academic achievement and achieve

California’s high standards:

Do my homework every day and ask for help when I need it.

Read at least 30 minutes every day outside of school time.

Give to my parents or the adult who is responsible for my welfare, all notices and

information received by me from my school every day.

Follow all school and bus rules

Participate in a positive way every day at school, and get involved (clubs, sports, after

school programs)



APPENDIX E

TITLE I/MPP BUDGET ALLOCATIONS SUMMARY GRID


Site: 0350 Mission Bay High

As of Date 05-02-2017

Extended Summary

Name FTE TOTAL FTE TOTAL TOTAL FTE TOTAL

95,795.00 137,481.00 4,133.00 16,086.00

95,795.00 137,481.00 4,133.00 16,086.00

- - - -

2000 Regular Teacher - - 0.84 69,078.24 - 0.10 8,223.60

6703 Network Sys Techn 0.50 21,615.00 - - - - -

1192 Prof&Curriclm Dev Vist Tchr 4,000.00 16,000.00 - 1,800.00

1260 Counselor Hrly 3,000.00 4,000.00 - -

1359 Vice-Principal Hrly 4,000.00 - 1,000.00 -

1957 Non Clsrm Tchr Hrly 4,000.00 - 1,000.00 -

2456 Clerical Substitute Hrly 500.00 - - -

Employee Benefits 25,556.09 31,661.69 378.60 3,659.28

4301 Supplies 9,123.91 8,741.07 1,254.40 2,403.12

4304 Inservice supplies - - 500.00 -

5207 Travel Conference - 5,000.00 - -

5209 Conference Local 2,000.00 3,000.00 - -

5302 Dues - Other 15,000.00 - - -

5733 Interprogram Svcs/Paper 5,000.00 - - -

5735 Interprogram Svcs/Field Trip 2,000.00 - - -

30103 30106 Title I 09800 LCFF 30100 Title I Basic

Printed by Weinshanker, Susan 1 of 1



APPENDIX F

2017-18 SPSA ASSESSMENT AND EVALUATION

Attachment 7b

Modification of SPSA

APPENDIX F

SINGLE PLAN FOR STUDENT ACHIEVEMENT

EVALUATION AND ASSESSMENT SURVEY SUMMARY

School Name: Mission Bay High School

TYPE OR PRINT

A N A L Y S I S OF S C O R E S - F O C U S A R E A N O T E S /A C T I O N /D E C I S I O N S

MAXIMIZING INSTRUCTIONAL TIME

- Need for additional Mathematics and English Support for Students

- Additional Support for students enrolled in AP/IB classes

- Limit the amount of time students are out of core subject classes

CLOSING THE ACHIEVEMENT GAP

- Changes to AVID Program to increase the skill development and focus on

educating students to prepare for post-high school education or career.

- Math and English support for struggling students, including daily classes on the

A/B schedule.

PROFESSIONAL DEVELOPMENT

- Professional Development to support teacher development. This will included

but not limited to conferences, PLC work, and department time for planning

and learning

GRADUATION/PROMOTION

- Increase the tracking of student’s a-g progress, starting in 9th

grade, ensuring

Mission Bay students are completing the necessary courses to graduate.

Counselors working with teachers to provide additional support, if necessary,

and using our ACES tutoring program when needed.

PARENT ENGAGEMENT

- Ensure website is up-to-date with current events, including but not limited to

College Workshops, Athletic Events, Principal Coffee, concerts, and other

happenings on the campus.

- Call outs and emails updating families on events which are happen on the

MBHS campus or learning opportunities through the district/county.



APPENDIX G

WASC RECOMMENDATIONS (WASC SCHOOLS ONLY)

Attachment 6 b Modification of SPSA

MBHS - WASC


Financial Planning, Monitoring and Accountabi l i ty Department

APPENDIX G

WASC RECOMMENDATIONS YEAR: 2017-2018

School: Mission Bay High School

Using the recommendat ions from your most recent ful l s tudy vis i t complete the fol lowing template:

WASC: Schoolwide

Crit ical Areas for follow-up

SPSA Goal Area:

1, 2, 3, 4 or 5

Professional

Development Resources

Means to Assess

Improvement

Reporting Timeline

Responsible Person(s)

1. Skill Development and Common Core Standards Implementation

Goal 1,2,3,4 District Training

MBHS Staff Development Offerings

Department/Content team collaborations

Lesson/Unit Plans

PLC

Classroom Observation

Student Performance Data

School Administration Department Head and other department Leads (ILT)

2. Communication and Collaboration

Goal 1,2,3,4 Monthly Instructional Leadership Team (ILT), BUC Leadership Team (BLT), Department meetings

Teacher Survey

Parent Survey

Student Data

Classroom Observation

Department Chairs Admin Team IB Coordinator Faculty Parents ILT Members

3. To implement the Vision, Mission, and Student Learning Outcomes (SLOs) of Mission Bay High School

Goal 1,2,3,4 IB Learner Profile posted in all classrooms

Various forms of communication have been used to inform parents and

Lesson/Unit Plans

IA oral and written

Socratic seminars

SLO/IB Learner Profile

IB Coordinator Faculty (certificated and classified) Department Chairs Admin Team Parents

Attachment 6 b Modification of SPSA

MBHS - WASC

WASC: Schoolwide

Crit ical Areas for follow-up

SPSA Goal Area:

1, 2, 3, 4 or 5

Professional

Development Resources

Means to Assess

Improvement

Reporting Timeline

Responsible Person(s)

families about the IB learner profile

IB Learner Profile Traits have been embedded into units of study and daily lessons

Rubric

4. Development and Implementation of a school-wide data monitoring system

Goal 1, 2, 3, 4 Implementation of Common Core State Standards (ELA and Math)

Achievement by subgroup and monitoring achievement gap

Implementation of Next Generation Science Standards (NGSS)

Student Progress toward course objectives

Rubrics designed to assess lab skills and vocabulary

Data will be used to modify instruction and create tools to better support students

Analyze progress report and semester grades, the determine corrective action, if necessary

All teachers IB Coordinator Small grade level/course groups within departments Site Administration Site Technician Counselors

2017-18 · thinkers we use critical and creative thinking skills to analyze and take responsible...

Documents