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THE SINGLE PLAN FOR STUDENT ACHIEVEMENT
AT SAN DIEGO SCIENCE & TECHNOLOGY SCHOOL
2018-19
37-68338-0107219 CDS Code
This is a plan of actions to be taken to raise the academic performance of students and improve the school’s educational program. For additional information on school programs and how you may become involved, please contact the following person:
Principal: Garcia, Carmen Contact Person: Garcia, Carmen Position: Principal Telephone Number: 619-525-7459 Address: 1405 Park Blvd, San Diego HS of Science & Technology, San Diego, CA, 92101,
E-mail Address: carmengarcia@sandi.net
The following items are included: Recommendations and Assurances Data Reports SPSA Assessment and Evaluation Summary Title I Parent Involvement Policy
Home/School Compact
Board Approval: Tuesday, June 26, 2018
SAN DIEGO UNIFIED SCHOOL DISTRICT
All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed in their choice of college and career in order to lead and participate in the society of tomorrow.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 2
TABLE OF CONTENTS
1. Introduction
2. Executive Summary
3. SPSA Template
4. Appendix
A. Data Reports
B. Title I Parent Involvement Policy
C. Home/School Compact
D. Title I/MPP Budget Allocations Summary Grid
E. 2018-19 SPSA Assessment and Evaluation
F. WASC Recommendations (WASC Schools Only)
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 3
SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY
INTRODUCTION The nation's movement toward Common Core State Standards (CCSS) is reflected in changes to instructional practices as well as the way in which
academic progress is measured. SDUSD has been proactive implementing CCSS as well as piloting Smarter Balanced Assessment (SBAC), the
standardized testing developed to measure academic progress associated with CCSS. Additionally, SDUSD has developed internal benchmark
assessments for CCSS.
SCHOOL VISION AND REALITY
The School of Science and Technology, more commonly known as SciTech, is housed on the campus of the oldest high school in San Diego. We have made great strides in establishing a school culture that emphasizes a multidisciplinary cross-curricular approach to learning while
emphasizing a commitment to further education and community and industry partnerships. As we evolve as a learning community our commitment to
our vision deepens and the results are evident in the technologically savvy lifelong learners we are molding.
The staff and students alike are committed to the common goal of increasing academic achievement. SciTech has made a concerted effort to form
partnerships with industries relevant to our theme of science and technology. Technology is also a main component of instructional practices, with
most teachers utilizing various forms in their lessons. Teachers meet every week for staff development in service and department meetings. Emphasis
at these meetings is on teacher planning time and instructional practices. Teachers collaborate on ideas for intervention measures for our lowest
performing students.
San Diego School of Science and Technology is home to three academies, two of which are established within the scope of the California Partnership
Academies (CPA) program. The CPA model is a three or four year program structured as a school-within-a-school. The San Diego MedTech Academy
and the Green Engineering Academy (GeoTech) were established in 2011 and 2012 respectively at the School of Science and Technology, with the
first class graduating in 2014. The curriculum at Medtech Academy is based on the Biomedical Sciences program by Project Lead The Way (PLTW).
The curriculum at GeoTech is based on the Engineering Program by PLTW. The third academy focuses on information technology.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 4
CORE AND SUPPLEMENTAL SUPPORTS Teacher Allocations are based on dividing General Education Enrollment by the approved class size.
High School: 1:29.13
NURSE: Allocated to schools based on Contract and managed centrally. Schools at 60% FRL (Free and Reduced Lunch) or greater receive one additional day. Enrollment/Days per Week
1-592 = 1 day per week
593-1,185 = 2 days per week
1,186-1,774 = 3 days per week
1,775-2,366 = 4 days per week
2,367 and above = 5 days per week
COUNSELOR
Allocated to schools based on Contract. FTE Allocations are calculated by taking the total enrollment at the school and divide by the ratio below to
determine the number of FTE allocated to the site. Any assignment portion that is less than a 1.0 allocation is rounded up to the nearest 0.5 allocation.
HEALTH TECHNCIAN
Allocation is based on projected enrollment and managed centrally.
Enrollment Days per Week
1-374 1
375-1511 2
1512-2267 3
2268 and Above 4
The categorical expenses identified in this SPSA are supplemental to these core academic staffing and supports.
PROFESSIONAL DEVELOPMENT
Professional learning is a top priority for our school community. We recognize universal high expectations for all students require ambitious and
continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective
professional learning to expand educators' knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on
substantive results for themselves, their colleagues, and their students. We artfully combine deep understanding and cultural responsiveness to the
community we serve. We hold high expectations with support for adult learning by providing multiple structures for professional development in
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 5
order to achieve school goals. Professional learning is embedded into our vision by communicating that it is a core function for improvement and by
establishing and maintaining a public and persistent focus on educator professional learning.
With this understanding, professional development time is provided within the structure of Professional Learning Communities. Professional Learning
Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings
and progress are shared with parents and community via advisory groups and School Site Councils (SSCs). Teachers have common preps. In addition,
we hold Tuesday afternoon meetings.
SPSA ALIGNMENT TO THE LEA PLAN
SDUSD’s LEA goals (12 Quality Indicators for Success) are articulated throughout the SPSA. Each of the 5 Area Goals contained in the SPSA have
Title I budgets allocated to supports identified within the LEA plan. Supports include but are not limited to CCSS curriculum alignment via PLC and
professional development, extended and intensive learning opportunities, etc. as they are described in the “Budget: Resources Aligned to Area Goals” section of this plan.
PROCESS FOR MODIFYING THE SPSA AND CONCLUSIONS The SSC has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet API and AYP growth targets. In order to achieve the SMART goals and implement the major strategies and
action steps set forth in the plan the following related actions and expenditures have been adopted to raise the academic performance of student groups
not meeting state standards.
Advisory groups were consulted during the SPSA development process as documented on the Recommendations and Assurances page.
LCFF COMMUNITY AND STAFF ENGAGEMENT Input was sought from stakeholders within and outside the school community, including the School Site Council. The money allocated to the site will
be used toward continuing to build a culture of achievement where we can raise high school graduation rates, increase our attendance rates, promote a
culture of parent involvement, dramatically increase our college matriculation rates, and ensure each student is successful in the career of their choice.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 6
SCHOOL SITE COUNCIL MEMBERSHIP
Member Name Role
Susy Saldana Parent Samuel Student
Ruby Student Marco Student Carmen Garcia Principal
Skye Cooke Pinon Teacher Claudia Hardin Teacher
Imani Robinson Community Member Jackie Rivers Teacher Claudia Lugo Other
Kyle Williams Teacher Rena Reodica Parent
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 7
SINGLE PLAN FOR STUDENT ACHIEVEMENT
Area 1: English/Language Arts English/Language Arts SMART Goal:
By June 2019, 60% (approx. 97 - 11th graders) will meet or exceed standards in ELA on the SBAC exam.
Closing the Gap SMART Goal:
*Add/delete appropriate subgroups for your school. (For example: Asian, Filipino, Foster Youth, Homeless, Socioeconomically Disadvantaged, White,).
Subgroup: African American students
By June 2019, 55% (approx. 12 11th graders) will meet or exceed standards in ELA on the SBAC exam.
Subgroup: English Learners students
By June 2019, 40% (approx. 11 11th graders) will meet or exceed standards in ELA on the SBAC exam.
Subgroup: Hispanic/Latino students By June 2019, 60% (approx. 76 11th graders) will meet or exceed standards in ELA on the SBAC exam. Subgroup: Students with Disabilities
By June 2019, 30% (approx. 8 11th graders) will meet or exceed standards in ELA on the SBAC exam. WHAT DATA DID YOU USE TO FORM THESE GOALS?
CELDT Interim Assessments End-Of-Course
Exams SBAC DRA2 SMI SRI KDS ELPAC ARI MDTP Report Cards End-Of-Unit
Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify):
Grades based on academic performance. Progress and Growth Monitoring: How and when will you monitor progress towards your ELA goal?
Teachers will meet by grade level/department to analyze formative and summative assessments, student grades, monitor student progress in ELA courses
6-8 times per year. Analysis will inform subsequent instruction.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 8
Area 2: Mathematics Mathematics SMART Goal:
By June 2019, 30% (approx. 49 - 11th graders) will meet or exceed standards in Math on the SBAC exam.
Closing the Gap SMART Goal:
*Add/delete appropriate subgroups for your school. (For example: Asian, Filipino, Foster Youth, Homeless, Socioeconomically Disadvantaged, White,).
Subgroup: African American students
By June 2019, 30% (approx. 7 11th graders) will meet or exceed standards in Math on the SBAC exam.
Subgroup: English Learner students
By June 2019, 15% (approx. 4 11th graders) will meet or exceed standards in Math on the SBAC exam.
Subgroup: Hispanic/Latino students
By June 2019, 30% (approx. 38 11th graders) will meet or exceed standards in Math on the SBAC exam.
Subgroup: Students with Disabilities
By June 2019, 15% (approx. 4 11th graders) will meet or exceed standards in Math on the SBAC exam. WHAT DATA DID YOU USE TO FORM THESE GOALS?
CELDT Interim Assessments End-Of-Course
Exams SBAC DRA2 SMI SRI KDS ELPAC ARI MDTP Report Cards End-Of-Unit
Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify):
Grades based on academic performance, master schedule Progress and Growth Monitoring: How and when will you monitor progress towards your Math goal?
Teachers will meet by grade level/department to analyze formative and summative assessments, student grades, monitor student progress in ELA courses
6-8 times per year. Analysis will inform subsequent instruction.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 9
Area 3: English Learner English Learner SMART Goal:
By June 2019, a minimum of 40% of my site’s English Learner Potential Reclassification students will be reclassified using the Fall and/or Spring
Reclassification Criteria or the Alternate Reclassification process for student who are dually-identified as receiving EL and Special Ed. services.
Closing the Gap SMART Goal: WHAT DATA DID YOU USE TO FORM THESE GOALS?
CELDT Interim Assessments End-Of-Course
Exams SBAC DRA2 SMI SRI KDS ELPAC ARI MDTP Report Cards End-Of-Unit
Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify):
Grades as based on academic performance. Progress and Growth Monitoring: How and when will you monitor progress towards your English Learner goal?
Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of
SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and
become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning
cycles, each cycle building student capacity around this goal. The cycles are:
Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children?
Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations?
Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners?
Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others?
Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive
instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 10
Area 4: Graduation/Promotion Rate Graduation Rate SMART Goal:
By June 2019, 95% (approx. 153 12th graders) will graduate.
By June 2019, 90% (approx. 153 12th graders) will earn at least 12 credits for the current school year.
By June 2019, 85% (approx. 179 11th graders) will earn at least 12 credits for the current school year.
By June 2019, 80% (approx. 165 10th graders) will earn at least 12 credits for the current school year.
By June 2019, 75% of 9thgraders will earn at least 12 credits for the current school year.
By June 2019, the number of12th graders earning D-F grades in English will decrease by 10% (approx. 18 students).
By June 2019, the number of 11th graders earning D-F grades in English will decrease by 10% (approx. 24 students).
By June 2019, the number of 10h graders earning D-F grades in English will decrease by 10% (approx. 31 students).
By June 2019, the number of 9th graders earning D-F grades in English will decrease by 10%.
By June 2019, the number of 12th graders earning D-F grades in Math will decrease by 10% (approx. 18 students).
By June 2019, the number of 11th graders earning D-F grades in Math will decrease by 10% (approx. 24 students).
By June 2019, the number of 10th graders earning D-F grades in Math will decrease by 10% (approx. 31 students).
By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 10%.
Closing the Gap SMART Goal (Optional for Elementary schools):
Subgroup: English Learners students
By June 2019, 80% (approx. 21 12th graders) will graduate.
By June 2019, 80% (approx. 21 12th graders) will earn at least 12 credits for the current school year. By June 2019, 80% (approx. 31 11th graders) will earn at least 12 credits for the current school year. By June 2019, 75% (approx. 29 10th graders) will earn at least 12 credits for the current school year.
By June 2019, 70% of 9thgraders will earn at least 12 credits for the current school year.
By June 2019, the number of12th graders earning D-F grades in English will decrease by 50% (approx. 5 students). By June 2019, the number of 11th graders earning D-F grades in English will decrease by 50% (approx. 15 students). By June 2019, the number of 10h graders earning D-F grades in English will decrease by 40% (approx. 16 students). By June 2019, the number of 9th graders earning D-F grades in English will decrease by 40%.
By June 2019, the number of 12th graders earning D-F grades in Math will decrease by 40% (approx. 4 students).
By June 2019, the number of 11th graders earning D-F grades in Math will decrease by 40% (approx. 12 students).
By June 2019, the number of 10th graders earning D-F grades in Math will decrease by 40% (approx. 16 students). By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 40%.
Subgroup: Hispanic/Latino students By June 2019, 95% (approx. 153 12th graders) will graduate. By June 2019, 95% (approx. 153 12th graders) will earn at least 12 credits for the current school year.
By June 2019, 85% (approx. 137 11th graders) will earn at least 12 credits for the current school year.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 11
By June 2019, 80% (approx. 117 10th graders) will earn at least 12 credits for the current school year. By June 2019, 75% of 9th graders will earn at least 12 credits for the current school year.
By June 2019, the number of12th graders earning D-F grades in English will decrease by 20% (approx. 26 students). By June 2019, the number of 11th graders earning D-F grades in English will decrease by 20% (approx. 32 students).
By June 2019, the number of 10h graders earning D-F grades in English will decrease by 20% (approx. 29 students). By June 2019, the number of 9th graders earning D-F grades in English will decrease by 20%.
By June 2019, the number of 12th graders earning D-F grades in Math will decrease by 20% (approx. 28 students). By June 2019, the number of 11th graders earning D-F grades in Math will decrease by 20% (approx. 33 students). By June 2019, the number of 10th graders earning D-F grades in Math will decrease by 20% (approx. 38 students).
By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 20%.
Subgroup: Students with Disabilities By June 2019, 75% (approx. 19 12th graders) will graduate.
By June 2019, 80% (approx. 21 12th graders) will earn at least 12 credits for the current school year. By June 2019, 75% (approx. 27 11th graders) will earn at least 12 credits for the current school year. By June 2019, 70% (approx. 23 10th graders) will earn at least 12 credits for the current school year.
By June 2019, 65% of 9thgraders will earn at least 12 credits for the current school year. By June 2019, the number of12th graders earning D-F grades in English will decrease by 50% (approx. 28 students).
By June 2019, the number of 11th graders earning D-F grades in English will decrease by 50% (approx. 18 students).
By June 2019, the number of 10h graders earning D-F grades in English will decrease by 50% (approx. 16 students).
By June 2019, the number of 9th graders earning D-F grades in English will decrease by 50%. By June 2019, the number of 12th graders earning D-F grades in Math will decrease by 50% (approx. 28 students). By June 2019, the number of 11th graders earning D-F grades in Math will decrease by 50% (approx. 18 students).
By June 2019, the number of 10th graders earning D-F grades in Math will decrease by 50% (approx. 16 students).
By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 50%. WHAT DATA DID YOU USE TO FORM THESE GOALS?
CELDT Interim Assessments End-Of-Course
Exams SBAC DRA2 SMI SRI KDS ELPAC ARI MDTP Report Cards End-Of-Unit
Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify): Review of transcripts. Progress and Growth Monitoring: How and when will you monitor progress towards your Graduation/Promotion goal?
Teachers will meet by grade level/department to analyze student grades and progress 4-6 times per year. Analysis will inform subsequent instruction. Counselors will meet with struggling students after every progress report to monitor progress, provide supports, and track student growth
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 12
Area 5: Parent Involvement and Community Engagement Parent Involvement and Community Engagement SMART Goal:
By June 2019, 100% (approx. 720 families) will receive information regarding academic and citizenship progress of their children. By June 2019, at least 85% (approx. 612 families) will attend course articulation and/or other parent workshops to increase the milestones necessary for
meaningful graduation. Targeted Population:
All parents and guardians of our students.
What data did you use to form these goals?
Sign in sheets at school and community events; e-mail for and from parents, Caver Weekly, Award Nights, Parent Survey, Telephone blast, 9th grade
bridge, Parent Workshops, PIQE, Parent University, ELAC, PTSA, Articulation, Open House, Back to School Night, SSC, SGT, IB/AP, FAFSA, Parent
Connect, attending school events and performances and chaperoning school events. Progress and Growth Monitoring: How and when will you monitor progress towards your Parent Involvement and Community goal?
Teachers and counselors will meet 3-4 times per year, by grade level, to discuss student progress and identify students that need additional
supports. Families will be contacted at least 4 times per year based on progress. Administration will identify specific audience and track attendance.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 13
BUDGET: Resources Aligned to Area Goals Core Program:
Universal Access to Strong Core Instructional Program (Tier 1):
- Fully implement school-wide Small Learning Community Academies for all student grades 9-12
- Enroll all ninth grade students in one of three academies with core teachers to support academic, social, and mentoring support
- All 9th grade students will be invited to participate in a one day summer bridging program for content area support and successful orientation to San
Diego Science and Technology.
- Engage all teachers in school-wide professional reading to increase effective instructional strategies.
- Provide opportunities for tutoring and technology supports in an after-school support program (four days a week)
- Focus on instructional strategies based on SDAIE to improve achievement of English learners.
- Continue to focus supports and interventions through Embedded Support.
- All departments and teachers will disaggregate data to support individual students, as well as significant subgroups.
- Continue to align assessments and evaluation with literacy, ELD and math standards.
- Continue development of timelines from which the standards will be taught.
- Create Problem Based Learning (PBL) projects for standards- based lessons.
- Share standards-aligned materials that have been used successfully to teach and re-teach the standards.
- Analyze data to guide instruction and disaggregated assessment data to modify and pace instruction.
- Share best practices that improve Mastery Teaching of standards.
- Continue implementation of the Guaranteed and Viable curriculum.
- AVID for all students.
- Provide test prep support for students to take the PSAT and SAT/AC
- Administer the PSAT to all 9th and 10th grade students during the school day.
- Administer the Naviance career assessment to 11th grade students.
- Increase the number of students participating in AP and AVID courses.
- Fund AVID team to attend AVID summer conference.
- Continue to vertically and horizontally align rigorous curriculum with embedded assessments
Strategic Support (Tier 2)
- Targeted small group instruction - Intervention courses offered to struggling learners
- Provide increased after-school educational opportunities for under-performing students.
- Support of ELD students to meet the standards with ELST support from district.
- Develop and implement instructional strategies to scaffold standards to meet the needs of English learners.
- Provide after-school all core subject support five days a week.
- Continue on-going RTI support of appropriate placement and in-class.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 14
- Develop targeted intervention program based on student needs, throughout the school year.
Intensive Intervention (Tier 3)
- Provide additional support for struggling students.
- Incentive programs 1. Strategies to meet ELA/Math/ELD goals (Maximizing Instructional Time) (7/1/2018 - 6/30/2019):
SDHS SciTech utilizes an 8 period structure on an A/B schedule. This allows the school to maximize the instructional time and allows students to take
many more a-g courses in order to not just graduate from high school but to be fully prepared for the college/career of their choice. Teachers meet to
address student needs. In addition, a campus wide Instructional Leadership team meets to address rigor and to vertically and horizontally align
curriculum. Proposed
Expenditures
FTE Salary Estimated
Cost
Funding Source
Budget Code
Funding
Source
Area
Goal(s)
Rationale
Supplies $1,941.00 $1,941.00 3753-30100-00-4301-
1000-1110-01000-0000 Title I Basic
Program 01, 02, 03,
04 Supplies for ELA and math classes including books and reading
materials to support core academics and English language
development. How will you monitor these strategies/activities?
Exit slips, formative/summative assessments.
2. Strategies to meet ELA/Math/ELD goals (Closing the Gap) (7/1/2018 - 6/30/2019):
SDHS SciTech utilizes an 8 period structure on an A/B schedule. ALL students take four years of Math, AVID, among other intervention courses aimed
to support our students so that each is successful. This allows the school to maximize the instructional time and allows students to take many more a-g
courses in order to not just graduate from high school but to be fully prepared for the college/career of their choice. Proposed
Expenditures FTE Salary Estimated
Cost Funding
Source Budget
Code
Funding
Source Area
Goal(s) Rationale
Regular Teacher - 0.0400 $3,284.04 $4,691.48 3753-30100-00-
1107-1000-1110-
01000-0000
Title I Basic
Program 01, 02, 03,
04 AVID - To support them in the rigorous coursework, AVID students learn
organizational and study skills, develop critical thinking, learn to ask probing
questions, receive academic help from peers and college tutors, and participate in
enrichment and motivational activities. Regular Teacher - 0.8600 $70,606.86 $100,866.98 3753-30100-00-
1107-1000-1110-
01000-0000
Title I Basic
Program 01, 02, 03,
04 AVID - To support them in the rigorous coursework, AVID students learn
organizational and study skills, develop critical thinking, learn to ask probing
questions, receive academic help from peers and college tutors, and participate in
enrichment and motivational activities. Regular Teacher - 0.2500 $20,525.25 $29,321.80 3753-30100-00-
1107-1000-1110-
01000-0000
Title I Basic
Program 01, 02, 03,
04 AVID - To support them in the rigorous coursework, AVID students learn
organizational and study skills, develop critical thinking, learn to ask probing
questions, receive academic help from peers and college tutors, and participate in
enrichment and motivational activities.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 15
Regular Teacher - 0.0100 $821.01 $1,259.34 3753-30100-00-
1107-1000-1110-
01000-0328
Title I Basic
Program 01, 02, 03,
04 AVID - To support them in the rigorous coursework, AVID students learn
organizational and study skills, develop critical thinking, learn to ask probing
questions, receive academic help from peers and college tutors, and participate in
enrichment and motivational activities. How will you monitor these strategies/activities?
Exit slips, formative/summative assessments, grade checks.
3. Strategies to meet ELA/Math/ELD goals (Professional Development) (7/1/2018 - 6/30/2019):
The staff at SDHS Science and Technology meets weekly to address student needs. In addition, department meetings serve to address vertical and
horizontal curricular alignment so that all students are successful. Teachers also attend AVID, QTEL, CCTE, and other academic intervention trainings,
among other professional development aimed to meet student needs. How will you monitor these strategies/activities?
Evaluation of PD implementation of strategies.
4. Strategies to meet graduation/promotion rates (Social/Emotional Supports) (7/1/2018 - 6/30/2019):
All students in SDHS Science and Technology are enrolled in AVID all four years. This course, in addition to what our counselors address, also focuses
on ensuring students are progressing toward high school completion and college admission. How will you monitor these strategies/activities?
Analysis of grades during each grading period, enrollment in core and a-g courses, etc.
5. Strategies to meet parent engagement goals (7/1/2018 - 6/30/2019):
Parent engagement is a key goal. We partner with our parents to ensure they understand the road map toward high school graduation, and ultimately
college completion. Parents attend monthly meetings provided by PTSA, among other organizations. Also, parents attend articulation sessions where the
student's perfect academic path is designed. Proposed
Expenditures
FTE Salary Estimated
Cost Funding Source
Budget Code Funding
Source Area
Goal(s)
Rationale
In-service supplies $800.00 $800.00 3753-30103-00-4304-2495-
0000-01000-0000 Title I Parent
Involvement 05 Meeting and other supplies to be utilized for parent and
community meetings. Tech Professional
OTBS Hrly $1,000.00 $1,284.10 3753-30103-00-2455-2495-
0000-01000-0000 Title I Parent
Involvement 05 Translation for parent involvement events.
Supplies $800.00 $800.00 3753-30103-00-4301-2495-
0000-01000-0000 Title I Parent
Involvement 05 Supplies such as charts, pens, etc. for parent involvement
events.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 16
Conference Local $536.00 $536.00 3753-30103-00-5209-2495-
0000-01000-0000 Title I Parent
Involvement 05 Conferences such as CABE and PIQE for parent attendance.
Parents return and share best practices and train peers.
How will you monitor these strategies/activities?
The administrative and faculty team monitors progress toward each goal during weekly meetings. Parent participation/attendance in school meetings,
functions, and events. Soft/hard data are analyzed to ensure each goal is met.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 17
Local Control Funding Formula Goals and Budget Goal 1: Intervention Supports Student learning is analyzed in real time, resulting in a plan that responds to identified needs, the supports are timely on-going and linked to the outcomes
of the core instructional program, how will you utilize your funds to maximize results for students? Intervention Support Goal::
To provide a system of academic and social-emotional supports and interventions for struggling students to increase academic performance.
Identified Need::
Students who are not performing at grade level have a variety of needs. Some require academic support while others need behavioral guidance.
Target Group::
Students not performing at or above grade level based on district assessments or grades earned. Monitoring:: Analysis of benchmark assessment data, SBAC results (when available), grades, discipline records.
Personnel Responsible:: Principal, Teachers, Dean of Students, Pupil Advocate, Counselors
Goal 2: Classroom Supports A variety of classroom supports expand or enhance core instructional programs, how do these supports align to your instructional program? Classroom Support Goal::
To provide sufficient instructional supplies to implement Common Core strategies.
Identified Need::
Implementation of CCSS strategies require additional instructional supplies. Target Group:: All students will benefit from the instructional supplies. Monitoring::
Principal will monitor classroom instruction to ensure implementation of CCSS strategies.
Personnel Responsible:: Principal and teachers.
San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT
SPSA Template Revised 6/1/2018 18
Goal 3: Professional Development Professional learning is a response to student and adult need--according to your current reality, what type of teacher learning will you lead at your site
and how will you utilize your funds to maximize results for students? Professional Development Goal:
The staff at SDHS Science and Technology and Leadership meets weekly to address student needs. In addition, department meetings serve to address
vertical and horizontal curricular alignment so that all students are successful. Teachers also attend AVID, IQTEL, CCTE, and other intervention
trainings, among other professional development aimed to meet their needs. Identified Need::
Instructional changes to meet schoolwide consistency across the three schools. Target Group:: Grades 9-12.
Monitoring:: Campus wide instructional leadership team, unit assessments.
Personnel Responsible:: Administration, Instructional leadership team, WASC chairs, Department chairs, teachers.
LCFF Intervention Supports
Proposed
Expenditures
FTE Salary Estimated
Cost Funding
Source Budget
Code
Funding
Source Area
Goal(s)
Rationale
Regular Teacher - 0.6600 $54,186.66 $83,116.23 3753-09800-00-
1107-1000-1110-
01000-0000
LCFF
Intervention
Support
LCFF 1,
LCFF 2 AVID - To support them in the rigorous coursework, AVID students learn
organizational and study skills, develop critical thinking, learn to ask probing
questions, receive academic help from peers and college tutors, and participate
in enrichment and motivational activities. Regular Teacher - 0.0500 $4,105.05 $5,864.35 3753-09800-00-
1107-1000-1110-
01000-0000
LCFF
Intervention
Support
LCFF 1,
LCFF 2 AVID - To support them in the rigorous coursework, AVID students learn
organizational and study skills, develop critical thinking, learn to ask probing
questions, receive academic help from peers and college tutors, and participate
in enrichment and motivational activities. Supplies $864.00 $864.00 3753-09800-00-
4301-1000-1110-
01000-0000
LCFF
Intervention
Support
01, 02, 03,
04 Supplies for ELA and math classes including books and reading materials to
support core academics and English language development.
San Diego Science & Technology SINGLE PLAN FOR STUDENT
ACHIEVEMENT
SPSA Template Revised 6/1/2018 19
APPENDICES
This section contains the following appendices that will assist the School Site Council in
completing the Single Plan for Student Achievement (SPSA) and in maintaining a cycle of
continuous improvement:
A. Data Reports
B. Title I Parent Involvement Policy
C. Home/School Compact
D. Title I/MPP Budget Allocations Summary Grid
E. 2018-19 SPSA Assessment and Evaluation
F. WASC Recommendations (WASC Schools Only)
San Diego Science & Technology SINGLE PLAN FOR STUDENT
ACHIEVEMENT
SPSA Template Revised 6/1/2018 20
APPENDIX A
DATA REPORTS
Data Reports: Attached Data comes from www.sandi.net/my-school :ELA/Math Multi-year
Demographic Summary Additional data for schools can be found in:
• Illuminate
• CDE: http://caaspp.cde.ca.gov/sb2017/Search
* Enrollment, participation date, ethnicity demographics, and language demographics will
impact the results of data. Data is organized and reported differently amongst the data
sources above.
2015 2016 2015 2016Student Group N % N % N % % % N % N % N % % %Total 116 69.0 142 54.2 130 52.3 -16.7 -1.9 113 38.1 140 22.1 128 18.0 -20.1 -4.1
Female 45 75.6 52 57.7 53 56.6 -19.0 -1.1 45 33.3 51 23.5 53 11.3 -22.0 -12.2Male 71 64.8 90 52.2 77 49.4 -15.4 -2.8 68 41.2 89 21.3 75 22.7 -18.5 1.4
African American 14 50.0 17 41.2 11 45.5 -4.5 4.3 14 28.6 16 6.3 11 18.2 -10.4 11.9Asian 0 - 3 - 2 - - - 0 - 3 - 2 - - -Filipino 1 - 4 - 2 - - - 1 - 4 - 2 - - -Hispanic 83 69.9 106 52.8 101 52.5 -17.4 -0.3 81 37.0 105 20.0 99 18.2 -18.8 -1.8Indochinese 1 - 0 - 1 - - - 1 - 0 - 1 - - -Native American 0 - 0 - 0 - - - 0 - 0 - 0 - - -Pacific Islander 0 - 0 - 0 - - - 0 - 0 - 0 - - -White 13 76.9 8 - 7 - - - 13 46.2 8 - 7 - - -Multiracial 4 - 4 - 6 - - - 3 - 4 - 6 - - -
English Learner 9 - 27 7.4 19 5.3 - -2.1 9 - 26 3.8 19 0.0 - -3.8English-Speaking 107 74.8 115 65.2 111 60.4 -14.4 -4.8 104 41.3 114 26.3 109 21.1 -20.2 -5.2
Reclassified† 50 78.0 49 57.1 55 60.0 -18.0 2.9 48 37.5 49 14.3 54 16.7 -20.8 2.4Initially Eng. Speaking 57 71.9 66 71.2 56 60.7 -11.2 -10.5 56 44.6 65 35.4 55 25.5 -19.1 -9.9
Econ. Disadv.* 116 69.0 125 50.4 117 53.0 -16.0 2.6 113 38.1 123 18.7 115 17.4 -20.7 -1.3Non-Econ. Disadv. 0 - 17 82.4 13 46.2 - -36.2 0 - 17 47.1 13 23.1 - -24.0
Gifted 40 75.0 27 85.2 16 81.3 6.3 -3.9 38 60.5 27 44.4 16 56.3 -4.2 11.9Not Gifted 76 65.8 115 47.0 114 48.2 -17.6 1.2 75 26.7 113 16.8 112 12.5 -14.2 -4.3
With Disabilities 15 26.7 20 25.0 15 20.0 -6.7 -5.0 14 14.3 19 5.3 0 - - -WO Disabilities 101 75.2 122 59.0 115 56.5 -18.7 -2.5 99 41.4 121 24.8 114 20.2 -21.2 -4.6
Homeless 5 - 12 25.0 13 53.8 - 28.8 5 - 12 8.3 13 7.7 - -0.6Foster 0 - 0 - 0 - - - 0 - 0 - 0 - - -Military 2 - 5 - 2 - - - 2 - 5 - 0 - - -
* In Provision 2 schools, only students who meet free or reduced-price meal eligibility criteria are counted as economically disadvantaged.† All students redesignated during the school year from English learner to reclassified fluent English proficient are counted here as fluent English speaking.
English Language Arts Mathematics Chg From2015 2016 20172015 2016 2017
Chg From
Research and Evaluation2015-2017 California Smarter Balanced Summative Test Results
Percentage of Students Meeting or Exceeding Standard by Grade LevelSan Diego Sci Tech
Grade 11
San Diego Science & Technology SINGLE PLAN FOR STUDENT
ACHIEVEMENT
SPSA Template Revised 6/1/2018 21
APPENDIX B
TITLE I PARENT INVOLVEMENT POLICY
San Diego Science & Technology SINGLE PLAN FOR STUDENT
ACHIEVEMENT
SPSA Template Revised 6/1/2018 22
APPENDIX C
HOME/SCHOOL COMPACT
San Diego Unified School District Office of Accountability
Monitoring and Accountability Reporting Department
SAN DIEGO HIGH
SCHOOL OF SCIENCE AND TECHNOLOGY
HOME/SCHOOL COMPACT
SDHS Science and Technology and the parents of the students participating in activities,
services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act
(ESEA) (participating children), agree that this compact outlines how the parents, the entire
school staff, and the students will share responsibility for improved student academic
achievement and the means by which the school and parents will build and develop a partnership
that will help children achieve California’s high standards.
This Home/School Compact is in effect during school year 2018/19.
REQUIRED HOME TO SCHOOL COMPACT PROVISIONS
SCHOOL RESPONSIBILITIES
SDHS Science and Technology will:
1. Provide high-quality curriculum and instruction in a supportive and effective learning
environment that enables participating children to meet California’s student academic
achievement standards.
2. Hold parent-teacher conferences (at least annually in elementary schools) during which this
compact will be discussed as it relates to the individual child’s achievement.
Parents are encouraged to contact their child’s teacher directly anytime throughout the
school year to arrange a parent conference.
3. Provide parents with frequent reports on their child’s progress.
Progress reports will be distributed several times during the school year. Parents are
encouraged to utilize PowerSchool Parent Portal to view their child’s current grades and
attendance data.
4. Provide parents reasonable access to staff.
Parents and guardians are highly encouraged to attend our Fall and Spring Open
Houses to meet the teachers and staff. Our school website contains direct phone
extensions and email addresses for all staff members.
5. Provide parents opportunities to volunteer and participate in their child’s class, and to
observe classroom activities, as follows:
Parents are welcome to visit their child’s class by calling the teacher or office in advance
to make an appointment.
Home/School Compact
Page 2
PARENT RESPONSIBILITIES
We, as parents, will support our child’s learning by:
Monitoring attendance. Ensuring that child is at school each and every day on time.
Making sure that homework is completed.
Participating, as appropriate, in decisions relating to my child’s education.
Promoting positive use of my child’s extracurricular time.
Staying informed about my child’s education and communicating with the school by
promptly reading all notices from the school or the school district either received by my
child or by mail and responding, as appropriate.
Serving, to the extent possible, on advisory groups, such as the School Site Council, the District Advisory Council for Compensatory Education, the English Learner Advisory Committee, or other school advisory groups.
San Diego Science & Technology SINGLE PLAN FOR STUDENT
ACHIEVEMENT
SPSA Template Revised 6/1/2018 23
APPENDIX D
TITLE I/MPP BUDGET ALLOCATIONS SUMMARY GRID
Site: 3753 San Diego Science & Technology FTE TOTAL FTE TOTAL FTE TOTAL
$ 89,845.00 $ 138,081.00 $ 3,421.00
Certificated Salaries / Monthly 0.71 58,291.71$ 1.16 95,237.16$ 0 -$
2000 Regular Teacher 0.71 58,291.71$ 1.16 95,237.16$ 0 -$
Classified Salaries -$ -$ 1,000.00$
2455 Tech Professional OTBS Hrly -$ -$ 1,000.00$
Employee Benefits 30,688.87$ 40,902.44$ 284.10$
Books and Supplies 864.00$ 1,941.00$ 1,600.00$
4301 Supplies 864.00$ 1,941.00$ 800.00$
4304 Inservice supplies -$ -$ 800.00$
Services and Other Operating -$ -$ 536.00$
5209 Conference Local -$ -$ 536.00$
30100 Title I Basic 30103 Title I 09800 LCFF
Printed by Johnson, Mary 1 of 1
San Diego Science & Technology SINGLE PLAN FOR STUDENT
ACHIEVEMENT
SPSA Template Revised 6/1/2018 24
APPENDIX E
2018-19 SPSA ASSESSMENT AND EVALUATION
Attachment 5c
Modification of SPSA 2018-19
APPENDIX E SINGLE PLAN FOR STUDENT ACHIEVEMENT
EV AL U AT I O N A ND AS S E S S M E NT SU R V EY SUM M ARY
School Name: San Diego High School – Science & Technology
TYPE OR PRINT
A N A L Y S I S OF S C O R E S
F O C U S A R E A N O T E S /A C T I O N /D E C I S I O N S
MAXIMIZING INSTRUCTIONAL TIME
Continuing to develop units of study for each course-alike
Continue to develop common assessments for each unit of study
Use of data to reflect and revise units of study and teaching practices
Offer interventions in math for incoming students 2 years below grade level
Least restrictive environment for students with IEPs
Continue to increase graduation rate
CLOSING THE ACHIEVEMENT GAP
AVID for all
Continuous credit recovery for students of all grades
Clearly articulated, measurable goals
Study skills class – embedded within student schedules – for students with IEPs
All funds under SSC are used to close the achievement gap and support needs
PROFESSIONAL DEVELOPMENT
Continue ongoing process under ILT for curriculum planning
In the process of gathering formalized data (state testing)
Data from teacher created common assessments
Various PD opportunities throughout the year – district and outside
Capacity builders
GRADUATION/PROMOTION
All curriculum is linked and derived from CCSS
Students challenged through a-g coursework and monitored to maintain on-track status
Articulation night by grade level to develop 4 year plans & determine on-track status
Use of Early Warning System (EWS)
PARENT ENGAGEMENT
PTSA
PIQE
SSC/SGT
Articulation nights, by grade-level
ELAC
Attachment 5c
Modification of SPSA 2018-19
2 Open Houses
Pupil Advocate
CSEC Night for Parents/Community
Coffee with the Principal
Coffee with the Counselors
School Messenger in multiple languages
UPAC parent workshops
San Diego Science & Technology SINGLE PLAN FOR STUDENT
ACHIEVEMENT
SPSA Template Revised 6/1/2018 25
APPENDIX F
WASC RECOMMENDATIONS (WASC SCHOOLS ONLY)
San Diego High School – Science and Technology ACS WASC Mid Term Progress Report
Chapter V: Schoolwide Action Plan Refinements
In light of the progress made on the Action Plan since our last WASC visit in March 2014, we decided to update our school wide action plan to reflect these changes.
Updated School Wide Action Plan
Systemic Overarching Goal
Integrate a Multi-Tiered System of Supports (MTSS) framework that addresses academic, behavioral, and social-emotional development via integration of Response to Intervention (RTI) processes, Positive Behavior Intervention and Supports (PBIS), and Restorative Practice. The implementation of MTSS through capacity building, distributed leadership through the campus-wide ILT, parental and community involvement, and development of a common vision of success for all students will serve to enhance and support student achievement and access to challenging curriculum, creation of a shared culture of achievement and high expectations in English and Mathematics, increase parent involvement, and improve student behavior and attendance.
Goals
1. Continue to implement the SDHS Framework including vertically and horizontally aligning curriculum with embedded assessments
2. Continued focus on English and Math achievement and preparedness
3. Engage parents to participate in school-wide activities and programs and provide
opportunities for them to acquire important knowledge and skills to become involved partners in supporting their student’s education
4. Campus-wide high expectations for student achievement, behavior, attendance,
punctuality and dress.
48
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
49
Goal 1: Continue to implement the SDHS Framework including vertically and horizontally aligning curriculum with embedded assessments
Action Steps: Continue ILT and
Department meetings to co- create curriculum and assessments
Common preps in all subject areas in the master schedule
Continue peer collegial walkthroughs to collate and observe best practices
Continue professional development to build capacity among staff
Continue to provide professional learning opportunities for departments to share progress and gain feedback from other departments
Support/share progress via department meetings, academy meetings and PLCs
Continually evaluate progress with alignment of curriculum as it relates to the SDHS framework and conduct gap analyses to support next steps.
Person(s) Responsible
Principal Vice-Principal ILT Members All teachers SDUSD support staff Panasonic/Perry & Assoc.
Timeline Ongoing Weekly Department common prep meetings Monthly Pullout days Department Tuesdays (typically twice a month)
By June 2018 every course alike subjects will have 6 common units with embedded pre and post common assessments.
Report of Progress & Assessment
Curriculum units Assessments Student grades SBAC Scores Student work
SPSA Goal Area(s) 1,2,3,4
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
50
Goal 2: Continued focus on ELA and Math achievement and preparedness.
Action Steps:
Continue to work toward vertically and horizontally aligning curriculum in English and Math
Gather and review student data—SBAC, PSAT, student transcripts, course assessment and student work to inform instruction and adjust as needed.
Person(s) Responsible
Principal Vice-Principal Math Teachers English Teachers AVID Teachers All Teachers School Counselors Special Education Teachers SDUSD support staff
Continue to emphasize
communicating reasoning and vocabulary in math instruction
Continue to emphasize critical
thinking, inquiry, and writing in English
Teach strategies for decoding
and interpreting word problems or difficult passages
Provide differentiated
instruction where needed
Create a math intervention
course for Tier 3 students to take concurrently with their Integrated Math I course
Create focused Saturday
Academies with an emphasis on Math and English
SPSA Goal Area(s) 1,2,3,4
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
51
Timeline Ongoing Collaboration between the teacher and special education teacher and/or assistant in English and Math to offer additional tutoring/support
ELA Goals: By 06/15/2017, 82% of San Diego Science & Technology students will be on track for passing (from 567 students to 578 students) in ELA courses, increasing from 80 % to 82%, a gain of 2.00% points.
By 06/15/2018, 85% of San Diego Science & Technology students will be on track for passing (from 567 students to 602 students) in ELA courses, increasing from 80 % to 85%, a gain of 5.00 % points.
By 06/15/2019, 88% of San Diego Science & Technology students will be on track for passing (from 567 students to 620 students) in ELA courses, increasing from 80 % to 88%, a gain of 8.00 % points.
SBAC Goals: By June 2017, the percentage of students who meet or exceed grade-level standards as measured by the ELA Smart Balanced Test will increase from 59% to 65%.
By June 2018, the percentage of students who meet or exceed grade-level standards as measured by the ELA Smart Balanced Test will increase from 59% to 70%.
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
52
Timeline, continued
By June 2019, the percentage of students who meet or exceed grade-level standards as measured by the ELA Smart Balanced Test will increase from 59 % to 75%.
Math Goals: By 06/15/2017, 65% of San Diego Science & Technology students will be on track for passing Math courses, increasing from 59% to 65%, a gain of 6.00 % points.
By 06/15/2018, 75% of San Diego Science & Technology students will be on track for passing Math courses, increasing from 59% to 75%, a gain of 16.00 % points. By 06/15/2019, 85% of San Diego Science & Technology students will be on track for passing Math courses, increasing from 59% to 85%, a gain of 26.00 % points. SBAC Goals: By June 2017, the percentage of students who meet or exceed grade-level standards as measured by the Math Smart Balanced Test will increase from 31% to 35%.
By June 2018, the percentage of students who meet or exceed grade-level standards as measured by the Math Smart Balanced Test will increase from 31% to 40%.
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
53
Timeline, continued
By June 2019, the percentage of students who meet or exceed
grade-level standards as measured by the Math Smart Balanced Test will increase from 31% to 50%.
Report of Progress Course assessments & Assessment SBAC Scores
PSAT/SAT/ACT Scores Student Grades Tutorial Attendance
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
54
Goal 3: Engage parents to participate in school-wide activities and programs and provide opportunities for them to acquire important knowledge and skills to become involved partners in supporting their student’s education.
Action Steps:
Provide a welcoming environment for parents and families
Continue to invite and encourage parents to become active members in PTSA, ELAC and other school-wide entities
Person(s) Responsible
Principal Vice-Principal All Teachers Dean School Counselors All Support Staff Parents ELST English/Math Resource Teachers Pupil Advocate
Continue Caver Weekly in English and Spanish
Replicate National Parent Involvement events throughout the school year
Streamline parent access to attendance clerks, counselors, etc.
Streamline phone tree
Finalize the Parent Room improvements—a space for parents to meet, use a computer, etc.
Parent University classes
Parent forums on topics they find useful—immigration, legal advice, mental health, drug use, adolescent communication, etc.
Positive communication between school staff (teachers, counselors, administration) and parents
Continue to assess parents to gauge interests and needs
Timeline Ongoing Weekly parent outreach Monthly workshops
By 06/15/2017, 95 % of Science & Technology Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain improvement in Parent and Community Engagement.
By 06/15/2018, 98 % of Science & Technology Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain improvement in Parent and Community Engagement.
SPSA Goal Area(s) 5
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
55
Timeline, continued
By 06/15/2019, 100% of Science & Technology Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain improvement in Parent and Community Engagement.
By 06/15/2017, 95% of Science & Technology Parents/Guardians will receive proactive and personal communication from teachers at least 4 times per year to gain improvement in Parent and Community Engagement.
By 06/15/2018, 98% of Science & Technology Parents/Guardians will receive proactive and personal communication from teachers at least 4 times per year to gain improvement in Parent and Community Engagement
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
56
Timeline, continued
By 06/15/2019, 100% of Science & Technology Parents/Guardians will receive proactive and personal communication from teachers at least 4 times per year to gain improvement in Parent and Community Engagement
By 06/15/2017, at least 95% of Science & Technology Parents/Guardians will participate in at least one school- based activity in in Parent and Community Engagement.
By 06/15/2018, at least 98% of Science & Technology Parents/Guardians will participate in at least one school- based activity in in Parent and Community Engagement.
By 06/15/2019, at least 100% of Science & Technology Parents/Guardians will participate in at least one school- based activity in in Parent and Community Engagement.
Report of Progress & Assessment
Calendars Program flyers Flyers Sign-in sheets Event documentation (pictures, video, etc.) Counselor logs
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
57
Goal 4: Campus-wide high expectations for student achievement, behavior, attendance, punctuality and dress.
Action Steps:
Continue to implement the Caver Five School-wide expectations
Continue to utilize GMSDHS
Continue to expand restorative practices
Continue home visits for students needing support with attendance, behavior and tardies
Person(s)
Responsible
Principal Vice-Principal All Teachers Dean of Students Attendance Clerk School Counselors All Support Staff Parents
Timeline Ongoing By June 2017:
We will achieve 92% graduation rate.
Double enrollment in AP and Community College courses.
Increase attendance rate to 95%.
Decrease tardies by 1/3
Decrease referrals and suspensions by 1/3
By June 2018:
We will achieve 95% graduation rate.
Double enrollment in AP and Community College courses.
Increase attendance rate to 96%.
Decrease tardies by 1/3
Decrease referrals and suspensions by 1/3
By June 2019:
We will achieve 100% graduation rate.
Double enrollment in AP and Community College courses.
Continue to hold student assemblies to set expectations and outline support systems we have in place for them
Streamline reward system for students that are doing well and incentivize additional students
Provide tiered systems of support to meet the individual needs of students
Apply for grants to help fund bus passes for students that cannot afford them
Continue to stock and use
the Caver Closet for needy students
Continue to use motivational speakers and other intervention strategies to connect with and support students
SPSA Goal Area(s) 3, 4
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
58
Timeline, continued Increase attendance
rate to 97%. Decrease tardies by
2/3 Decrease referrals
and suspensions by 2/3
Report of Progress & Assessment
Behavior incidents log Attendance/ADA Tardies Student feedback Staff feedback Parent feedback 4-year plans Counselor Guidance curriculum EOS Enrollment in AP, Community College, and UCSD courses
Provide staff meetings where teachers can brainstorm ideas to increase student achievement and support strategies for students
Conduct research and staff
discussions on equitable and fair grading practices focused on mastery
Continue to grow a culture
of achievement via AVID classes and Counselor presentations—a-g presentations, 4 year plans, graduation requirements
Continue to provide
tutoring opportunities for students
Develop an AVID Peer
Mentorship Program where students push into AVID classes and provide academic tutoring
Foster additional
mentorship opportunities
San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report
59
Conduct additional student focus group sessions to gain student perspectives on a variety of topics
Continue to work with the ELAC subcommittee focusing on reducing tardies and chronic absences
Provide grade level specific
student/parent meeting regarding expectations for academics, behavior, attendance, etc.
Continue to work with EOS
and enroll more students in AP and other advanced courses
Continue to work with our
university partners to strengthen a culture of achievement
Continue to enroll students in
the Community College and UCSD courses
Grow and support the 11th
grade college trip for all Juniors
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