west contra costa unified school district hercules high school€¦ · west contra costa unified...
TRANSCRIPT
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
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
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
Typed name of school principal Signature of school principal Date
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
Typed name of school principal Signature of school principal Date
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
Typed name of school principal Signature of school principal Date
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
Whole faculty Meetings
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
Whole faculty Meetings
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:
Describe data reviewed
[ ]Area of concern
[ ]Area of strength
Benchmarks:
Describe data reviewed
[ ]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:
Describe data reviewed
[ ]Area of concern
[ ]Area of strength
CELDT:
Describe data reviewed
[ ]Area of concern
[ ]Area of strength
Grade Count: (Secondary
Only)
Describe data reviewed
[ ]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:
Describe data reviewed
[ ]Area of concern
[ ]Area of strength
Student Support Data
Ch
oo
se 2
Attendance:
Describe data reviewed
[ ]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:
Describe data reviewed
[ ]Area of concern
[ ]Area of strength
Keys Survey:
Describe data reviewed
[ ]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:
Describe data reviewed
[ ]Area of concern
[ ]Area of strength
Other:
Describe data reviewed
[ ]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:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures: 7,000
Expenditures by Funding Source:
TitleII 7,000
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
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.
Description of the above strategy:
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.
This strategy will address the specific learning needs of students in the following subgroups:
[X] African-American [ ] Latino [ ] EDY
[X] EL [ ] Special Ed. [ ] Other: [ ]
This strategy will address the content cluster area of Writing:
[ ] Written Conventions [ ] Writing Strategies
[X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Writing texts focused on expository, narrative, and
argumentative writing LCFF--- 2135
Parent (008)
Professional Dev (024)
Technology (001)
Library (006) books for library LCFF--- 1500
Annual Cost: 3,635
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
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
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
Annual Cost
Parent involvement activities to support the strategy Focus
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
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
9-12 Contract for professional development for teachers LCFF--- 3500
Annual Cost 3,500
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
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] [ ]
English Language Arts - ELA #1
Summary of Costs
Materials
Total Expenditures: 3,635
Expenditures by Funding Source:
LCFF--- 3,635
Additional Certificated Staff
Total Expenditures: 6,901
Expenditures by Funding Source:
LCFF--- 6,901
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures: 3,500
Expenditures by Funding Source:
LCFF--- 3,500
Student Achievement
English Language Arts - ELA #2
Strategy to be used during the 2013 - 2014 school year:
MAJOR GOAL(Reading)
• Increase scores on the CAHSEE in ELA • Increase scores on the CSTs
STRATEGY SPECIFIC GOALS
• 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.
Description of the above strategy:
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.
This strategy will address the specific learning needs of students in the following subgroups:
[ ] 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):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) ancillary materials including texts and workbooks LCFF--- 1000
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 1,000
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost
Additional classified staff to implement the strategy:
Position # Hours 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
additional tchr hours
for PD and
collaboration
[X] [ ] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Department report to SSC [X] [X] [X]
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
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
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] [ ] [ ] [ ]
English Language Arts - ELA #2
Summary of Costs
Materials
Total Expenditures: 1,000
Expenditures by Funding Source:
LCFF--- 1,000
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Math #1
Strategy to be used during the 2013 - 2014 school year:
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
STRATEGY SPECIFIC GOALS
• 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
Description of the above strategy:
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.
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(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
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
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)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 200
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
extra tchr hours tutoring [X] LCFF--- 500
teacher additional hours PD, collaboration [X] LCFF--- 1000
Annual Cost 1,500
Additional classified staff to implement the strategy:
Position # Hours 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
[ ] [ ] as needed
Annual Cost
Parent involvement activities to support the strategy Focus
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
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
District benchmark data [X] [ ] [ ] [ ]
Algebra 1 and geometry pass rates [X] [ ] [ ] [ ]
Math #1
Summary of Costs
Materials
Total Expenditures: 200
Expenditures by Funding Source:
LCFF--- 200
Additional Certificated Staff
Total Expenditures: 1,500
Expenditures by Funding Source:
LCFF--- 1,500
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Math #2
Strategy to be used during the 2013 - 2014 school year:
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
STRATEGY SPECIFIC GOALS
• increase overall math pass rates • Increase scores on the district math benchmarks
STRATEGY
teach multiple methods to solve problems
Description of the above strategy:
Develop and use a bank of best practices in teaching multiple methods to solve problems.
This strategy will address the specific learning needs of students in the following subgroups:
[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:
[ ] 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):
[X] This is a new strategy this year.
Action steps to implement the strategy:
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.
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001)
Parent (008) Parent night handouts and food LCFF--- 300
Professional Dev (024)
Technology (001) Document readers/ LCD projectors &
accompanying carts.
Library (006)
Annual Cost: 300
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
substitutes for peer observation (8TRs X 2Hrs X
$30)=
[X] LCFF--- 500
Annual Cost 500
Additional classified staff to implement the strategy:
Position # Hours 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
Collaboration time (8TRs x2 hours x $30) [ ] [ ] as organized LCFF--- 500
Annual Cost 500
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Online communication with parents via Power
School and email
[X] [X] [X]
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
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
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
Total Expenditures: 300
Expenditures by Funding Source:
LCFF--- 300
Additional Certificated Staff
Total Expenditures: 500
Expenditures by Funding Source:
LCFF--- 500
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures: 500
Expenditures by Funding Source:
LCFF--- 500
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Science
Strategy to be used during the 2013 - 2014 school year:
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.
Description of the above strategy:
The science teachers will use a common rubric, developed by science department staff, to assess student work in writing
experimental conclusions.
[ ] 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):
[X] This is a new strategy this year.
Action steps to implement the strategy:
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.
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001)
Parent (008)
Professional Dev (024)
Technology (001) LCD projectors and document readers
Library (006)
Annual Cost:
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
subs for peer observation or collab (6 Trs, 2 days) [X] LCFF--- 2200
Annual Cost 2,200
Additional classified staff to implement the strategy:
Position # Hours 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
[ ] [X] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Instructional strategies meetings including review
of observation protocols
[ ] [ ] as needed LCFF--- 900
Annual Cost 900
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Calls home to parents [X] [X] [X]
Newspaper articles and Connect Ed [X] [X] [X]
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
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
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:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures: 2,200
Expenditures by Funding Source:
LCFF--- 2,200
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures: 900
Expenditures by Funding Source:
LCFF--- 900
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
History/Social Science
Strategy to be used during the 2013 - 2014 school year:
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
STRATEGY SPECIFIC GOALS
• Increase the scores on common writing assessments over the course of the year • pass rates for the science classes
STRATEGY
Model writing arguments
Description of the above strategy:
teachers will work to align writing expectations to the common core and within that to focus on modeling writing arguments.
[ ] 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):
[X] This is a new strategy this year.
Action steps to implement the strategy:
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.
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
5 substitutes for 2 days for department member
release time during PD
[X] LCFF--- 900
Annual Cost 900
Additional classified staff to implement the strategy:
Position # Hours 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
[ ] [X] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Department meetings/collaboration time (inside of
the regular department meetings)
[ ] [X] LCFF--- 900
Annual Cost 900
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Letter home re the strategies [X] [X] [X]
Department report to SSC [X] [X] [X]
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
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
Pass rates for EAP [X] [ ] [ ] [X]
Common rubric [ ] [ ] [ ] [X]
Pass rates for A-G requirements in social science [ ] [X] [ ] [X]
Student writing samples [ ] [X] [ ] [ ]
History/Social Science
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures: 900
Expenditures by Funding Source:
LCFF--- 900
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures: 900
Expenditures by Funding Source:
LCFF--- 900
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Educationally Disadvantaged Youth (EDY) #1
(Socio-Economically Disadvantaged - SED)
Strategy to be used during the 2013 - 2014 school year:
Response to Intervention (RTI) - Learning Center
Description of the above strategy:
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.
[X] We have used this strategy for 3 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
Increase in students passing CAHSEE in this subgroup.
Inclusion model for RSP students has been successful
[ ] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Copies and instructional materials
Parent (008)
Professional Dev (024)
Technology (001) Doc readers and LCD projectors
Library (006) Supplemental books for Read 180
Annual Cost:
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost
Additional classified staff to implement the strategy:
Position # Hours 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
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
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Department Chair meetings and collaboration
period
[ ] [X]
Annual Cost
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
PRs, report cards and personal contact as needed [X] [ ] [X]
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
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
Tutorial grades [ ] [ ] [X] [ ]
Read 180 data [X] [ ] [ ] [ ]
Standardized assessments (i.e. Benchmarks) [X] [ ] [ ] [ ]
Educationally Disadvantaged Youth (EDY) #1
(Socio-Economically Disadvantaged - SED)
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
English Learners (EL) #1
Strategy to be used during the 2013 - 2014 school year:
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)
STRATEGY SPECIFIC GOALS
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.
Description of the above strategy:
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.
[ ] 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):
[X] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Handheld translators for students, ancillary support
materials.
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
teacher tutoring hours [X]
Annual Cost
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Graduate Tutor 10 hrs. a week [X] LCFF--- 10706
Annual Cost 10,706
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
Teachers review progress with admin.
instructional leaders
[ ] [X]
Teachers on both HS and MS collaborate to
ensure best practices used
[ ] [ ] When
necessary
Annual Cost
Parent involvement activities to support the strategy Focus
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
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
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
SSC review EL advancement scores [ ] [ ] [ ] [X]
Review CAHSEE data and disaggregate by ELs [ ] [ ] [ ] [ ]
English Learners (EL) #1
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures: 10,706
Expenditures by Funding Source:
LCFF--- 10,706
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Extended Learning #1
(Before/After/Saturday School)
Strategy to be used during the 2013 - 2014 school year:
Description of the above strategy:
[ ] 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):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By we will
By we will
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
Additional classified staff to implement the strategy:
Position # Hours 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
Annual Cost
Parent involvement activities to support the strategy Focus
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
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
Extended Learning #1
(Before/After/Saturday School)
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
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
from the SPSA Monitoring form where available):
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
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
Additional classified staff to implement the strategy:
Position # Hours 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
Review of Power
School attendance
Technology
person on campus
[X] [ ] [ ]
Brainstorming of
attendance
procedures
Assistant
Principals
[X] [ ] [ ]
SART Meetings [X] [ ] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
SART meetings.
[ ] [ ] As needed
based on
attendance.
Assistant Principal meetings with students and
parents
[ ] [ ] As needed
based on
attendance.
Annual Cost
Parent involvement activities to support the strategy Focus
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
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
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
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:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
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
from the SPSA Monitoring form where available):
[X] This is a new Program this year.
Action steps to implement the Program:
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)
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
Teacher subs for RJ training (40 TRs x2 days x
$180)
[X] LCFF--- 6,000
Annual Cost 6,000
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
classified subs for RJ training [ ] LCFF--- 3,000
Annual Cost 3,000
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
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
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
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
Parent involvement activities to support the strategy Focus
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
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
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
Healthy Kids Survey data.
[ ] [ ] [ ] [X]
SPARC data [ ] [ ] [ ] [X]
Suspension and Expulsion data [ ] [ ] [ ] [X]
[ ] [ ] [ ] [X]
Health and Safety
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures: 6,000
Expenditures by Funding Source:
LCFF--- 6,000
Additional Classified Staff
Total Expenditures: 3,000
Expenditures by Funding Source:
LCFF--- 3,000
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Programs
School Climate #1
Strategy to be used during the 2013 - 2014 school year:
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.
Description of the above strategy:
• 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)
[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings
from the SPSA Monitoring form where available):
[X] This is a new Program this year.
Action steps to implement the Program:
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
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
Additional classified staff to implement the strategy:
Position # Hours 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
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
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Faculty meetings [ ] [X]
Department meetings [ ] [ ]
Annual Cost
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Parents informed of policies and procedures re
safety
[ ] [X] [X]
[ ] [X] [X]
[ ] [ ] [X]
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
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
Suspension and referral data [ ] [ ] [ ] [X]
Health Center referrals [ ] [ ] [ ] [X]
Health Center Parent meetings [ ] [ ] [ ] [X]
School Climate #1
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
ACTION PLAN
OPTIONAL SPSA STRATEGIES
FOR IMPROVING STUDENT ACHIEVEMENT
Student Achievement
Physical Education
Strategy to be used during the 2013 - 2014 school year:
MAJOR GOALS
Increase the percent of students who pass the physical fitness tests
STRATEGY SPECIFIC GOALS
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.
Description of the above strategy:
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.
[X] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
Data on Fitness tests
Percentage of those who have passed fitness requirements have increased
[ ] This is a new strategy this year.
Action steps to implement the strategy:
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.
Materials necessary to implement the strategy:
Focus Materials Cost
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
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost:
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Substitute teachers for release time [X]
Annual Cost
Additional classified staff to implement the strategy:
Position # Hours 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
CAHPERD Conf. TBA [ ] [ ] [X]
CPR Certification Red Cross [ ] [X] [ ]
First Aid
Certification
Red Cross [ ] [X] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Department meetings [ ] [X]
Faculty meetings [ ] [X]
Annual Cost
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Quarterly Progress Reports to parents [X] [X] [X]
Phone calls and emails as appropriate [ ] [ ] [X]
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
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
Fitness scores [X] [X] [ ] [ ]
PE standards charts [X] [X] [X] [ ]
Student logs [X] [ ] [ ] [ ]
Physical Education
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Visual and Performing Arts
Strategy to be used during the 2013 - 2014 school year:
MAJOR GOALS
• Increase scores in ELA and math CSTs • Increase scores on the CAHSEE
STRATEGY SPECIFIC GOALS
• 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.
Description of the above strategy:
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.
[ ] 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):
[X] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Copies and instructional materials
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
collaboration time during regular dept meetings [X]
Annual Cost
Additional classified staff to implement the strategy:
Position # Hours 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
Training on Art
using Computer
Tech and Advanced
Placement Seminars
[X] [ ] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
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
Parent involvement activities to support the strategy Focus
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
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
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
math and writing based assignments [ ] [X] [ ] [ ]
Public performances & produced art work [ ] [X] [ ] [ ]
School wide performances [ ] [X] [ ] [ ]
Visual and Performing Arts
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Educationally Disadvantaged Youth (EDY) #2
(Socio-Economically Disadvantaged - SED)
Culturally Responsive Pedagogy
Strategy to be used during the 2013 - 2014 school year:
Daily use of culturally responsive practices both inside and outside the classroom.
Description of the above strategy:
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)
[X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
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:
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Substitutes for release time for 2 walkthroughs
(3TRsx3hrsx2days)18hours)
[X]
Annual Cost
Additional classified staff to implement the strategy:
Position # Hours 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
Coaching on
Culturally
Responsive Pedagogy
Bonnie Davis [ ] [X] [ ]
Presentations from
Health Center
Teresa Dade
Boone and staff
[X] [ ] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost
Parent involvement activities to support the strategy Focus
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
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
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
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] [ ] [ ] [ ]
Educationally Disadvantaged Youth (EDY) #2
(Socio-Economically Disadvantaged - SED)
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
Special Education
Strategy to be used during the 2013 - 2014 school year:
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.
Description of the above strategy:
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.
[X] We have used this strategy for 4 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
Increased percentage of RSP students passing the CAHSEE
Increased percentage of NSH students passing the CAHSEE
[ ] This is a new strategy this year.
Action steps to implement the strategy:
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
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
Additional classified staff to implement the strategy:
Position # Hours 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
Peer Observation Bonnie Davis [ ] [X] [ ]
Sp. Ed. aide training Administration [X] [ ] [ ]
Department
meetings
Chairs [X] [ ] [ ]
Report to SSC Department
chairs
[X] [ ] [ ]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Department Meetings [ ] [X]
Annual Cost
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
IEPs [X] [X] [X]
Student newspaper [X] [X] [X]
Power School
CAC
[X] [X] [X]
Annual Cost
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
9-12 Career Day Support
9-12 College Fair Support
9-12 Marines Support
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
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:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Student Achievement
English Learners (EL) #2
Strategy to be used during the 2013 - 2014 school year:
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)
STRATEGY SPECIFIC GOALS
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.
Description of the above strategy:
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.
[ ] 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):
[X] This is a new strategy this year.
Action steps to implement the strategy:
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
Materials necessary to implement the strategy:
Focus Materials Cost
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)
Professional Dev (024)
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:
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost
Additional classified staff to implement the strategy:
Position # Hours 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
El training offered
by the district
District trainer [X] [ ] [ ]
Technology training Staff [X] [ ] [ ]
CABE/CATESOL [ ] [ ] [X]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
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
Parent involvement activities to support the strategy Focus
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
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
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
Number of students moving to next ELD section [ ] [X] [ ] [ ]
Number of re-classified students [ ] [X] [ ] [ ]
[ ] [ ] [ ] [X]
[ ] [X] [ ] [ ]
English Learners (EL) #2
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
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)
[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings
from the SPSA Monitoring form where available):
[X] This is a new Program this year.
Action steps to implement the Program:
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
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Copies and instructional materials
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
Teacher extra hours [ ] LCFF--- 1000
Annual Cost 1,000
Additional classified staff to implement the strategy:
Position # Hours 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
[X] [ ] [ ]
[ ] [ ] [X]
Annual Cost
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Annual Cost
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Teacher and/ or AP makes contact with parents
concerning student progress
[X] [X] [X]
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
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
Students attending the center [ ] [ ] [ ] [X]
Suspension and referral data [ ] [ ] [ ] [X]
School Climate #2
Summary of Costs
Materials
Total Expenditures:
Expenditures by Funding Source:
Title I
Additional Certificated Staff
Total Expenditures: 1,000
Expenditures by Funding Source:
LCFF--- 1,000
Additional Classified Staff
Total Expenditures:
Expenditures by Funding Source:
Title I
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures:
Expenditures by Funding Source:
Title I
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures:
Expenditures by Funding Source:
Title I
Overall Budget Summary
Summary of Costs
Materials
Total Expenditures: 5,135
Expenditures by Funding Source:
LCFF--- 5,135
Additional Certificated Staff
Total Expenditures: 19,001
Expenditures by Funding Source:
LCFF--- 19,001
Additional Classified Staff
Total Expenditures: 13,706
Expenditures by Funding Source:
LCFF--- 13,706
Professional Development
Total Expenditures:
Expenditures by Funding Source:
Title I
Teacher Collaboration
Total Expenditures: 9,300
Expenditures by Funding Source:
LCFF--- 2,300
TitleII 7,000
Parent Involvement
Total Expenditures:
Expenditures by Funding Source:
Title I
Study Trips
Total Expenditures:
Expenditures by Funding Source:
Title I
Other Contracted Services
Total Expenditures: 3,500
Expenditures by Funding Source:
LCFF--- 3,500
Other Coordinated Services
Total Expenditures:
Expenditures by Funding Source:
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:
Back to school night
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:
Back to school night
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