spsatitlepagenew - natomas unified school district · 8/13/2014 5/29/2015 $1,500 centralized...

www.natomasunified.org/dhsWebsite:

[email protected]

Email:

(916) 928-5200

Phone:

Sacramento, CA 95834

3401 Fong Ranch Rd.

Address:

Dr. Christopher Morris

Principal:

The District Governing Board approved this revision of the School Plan on: 12/10/2014

CDS Code:

34752833430626

Superintendent:

Chris Evans

Discovery High SchoolNatomas Unified District

2014-15

Goals and Actions Start Date Completion Date Amount

LCAP Priority 4 - Pupil Achievement

Improve CAHSEE passage rate among 11th and 12th grade students (District Goal 2)

CAHSEE Support 8/13/2014 5/29/2015 $500

Increase CAHSEE passage rate for EL students (District Goal 2)

Implement Strategic Acheivement Tutorial

8/13/2014 5/29/2015 $475

Providing Supplemental CAHSEE Curriculum

8/13/2014 5/29/2015 $1,500

Centralized Services for English Learners

8/13/2014 5/29/2015 $0

Increase college awareness and accessibility of post-secondary funding (District Goal 2)

College & career readiness workshops

11/17/2014 5/29/2015 $600

Increase Graduation Rate and the Return Rate to Comprehensive Sites (District Goal 2)

Creation and Monitoring of Graduation and Return Data

8/13/2014 5/29/2015 $1,000

Apex Learning licenses 8/13/2014 5/29/2015 $15,000

LCAP Priority 6 - School Climate

Implement Restorative Justice Practices at DHS (District Goal 4)

Restorative Justice Training 8/13/2014 5/29/2015 $500

Improved Student Attendance (District Goal 4)

Youth Development Services 8/13/2014 5/29/2015 $1,000

LCAP Priority 7 - Course Access

Improve the quality of science materials available to students (District Goal 1)

Upgrade computers for blended learning

8/13/2014 5/29/2015 $1,000

Increase technological resources for students and teachers (District Goal 1)

Purchase of new computers, printers, and software

8/13/2014 5/29/2015 $1,603

LCAP Priority 3 - Parent Involvement

Parent Participation and Site Involvement (District Goal 3)

Parent Participation Alignment with Instruction

8/13/2014 5/29/2015 $200

Culinary Arts Parent/Community Involvement

8/13/2014 5/29/2015 $400

Total Annual Expenditures for Current Site Plan: $23,778.00

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Single Plan For Student Achievement ReportDiscovery High 2014-15

Goals

What process will you use to monitor and evaluate the data?

The DHS counselor and principal will oversee the monitoring and evaluation of CAHSEE results.

Eighty percent (80%) of all students will pass the CAHSEE English/Language Arts and Mathematics as measured by the 2013 - 2014CAHSEE score results.

What data did you use to form this goal (findings from data analysis)?

This goal was established based on an examination of the school-wide CAHSEE results from 2013 - 2014. • CAHSEE passage for incoming seniors for 2014 - 2015 in both Math and English Language Arts is 65%• CAHSEE passage for incoming juniors for 2014 - 2015 in English Language Arts is 36%• CAHSEE passage for incoming juniors for 2014 - 2015 in math is 33%

What did the analysis of the data reveal that led you to this goal?

The analysis of the the data revealed that incoming 11th grade students are not passing the CAHSEE when they first take it their sophomore year. This also reveals that the students' credit deficiency and previous history of poor academic performance translates negatively towards their ability to pass the CAHSEE on their first attempt in the 10th grade.

Additionally, the CAHSEE passage rate nearly doubles from the beginning of 11th grade year to the beginning of the 12th grade year.

Lastly, at the start of the senior year, 1/3 of all DHS seniors had yet to pass one or both sections of the CAHSEE.

Goal Area : LCAP Priority 4 - Pupil Achievement School Goal : Improve CAHSEE passage rate among 11th and 12th grade students (District Goal 2)

Strategy:

All seniors that have yet to pass one or both sections of the CAHSEE will enroll in CAHSEE Math and/or CAHSEE English classes during the 1st quarter at DHS. In the spring (Quarter 3) students still yet to earn a passing score will attend an intensive 6 week CAHSEE "boot camp" prior to the March administration.

LEA Goal:

District Goal 2:Prepare students to be College & Career ready



Action Title: CAHSEE Support

Means of Achievement: Extended learning time

Action Type : Form A: Planned Improvements in Student Performance.

Tasks :

Monitor CAHSEE passage among 11th an d12th grade students.Communicate with students and families their status.Provide additional training for ELA and Math teachers around CAHSEE strategies and best practices.Measures :

CAHSEE results after each administration.• Seniors up to 5 score reports• Juniors up to 2 score reports• Sophomores 1 score report

People Assigned :

PrincipalCounselorMath teacherEnglish teacher

Start Date : 8/13/2014 Completion Date : 5/29/2015

Funding Resources Related Expenditures Estimated Cost

LCFF: Local Control Funding Formula Extra duty pay for teachers to provide academic support after school to DHS students

$500




The process will be monitored and evaluated based upon all applicable CAHSEE results (November, February, March, May, and July).

Our goal is to increase the percent of EL students who pass the CAHSEE from 55% to 65% by May 2015.


The data used to form this goal is the present CAHSEE passage rates of English Learners at DHS.


The data analysis revealed that CAHSEE passage rate for long-term English learners is:• 42% Passage of English• 39% Passage of Math

Action Title: Implement Strategic Acheivement Tutorial

Means of Achievement: Alignment of instruction with content standardsAction Type : Form A: Planned Improvements in Student Performance.

Tasks :

ALL CORE instructors in English and Social Sciences will implement extended day CAHSEE supplemental instruction for EL students in reading, writing conventions, and essay production for all 11th and 12th grade students immediately following the first test administration. Further, CORE Math and Science instructors will implement individualized supplemental instruction for CAHSEE Math strands to students scoring less than 330 on their initial test.Measures :

CAHSEE scores will be disaggregated by ELA and Math strand data. Test Score differentials (between initial administration and 2nd or 3rd administration) will also be compared and analyzed.People Assigned :

Our CORE teachers (English ,Math,Science, and Social Science), Principal, and Counselor will be assigned to this task.



LCFF: Local Control Funding Formula Extended day instructional hours $475

Goal Area : LCAP Priority 4 - Pupil Achievement School Goal : Increase CAHSEE passage rate for EL students (District Goal 2)

Strategy:

• CAHSEE prep and strategies embedded in ELD course• All English Learners scheduled to take ELD course• Professional development for English and ELD teacher• Release time for English and ELD teacher to plan, collaborate, or perform site visits of other programs

LEA Goal:




Action Title: Providing Supplemental CAHSEE Curriculum

Means of Achievement: Improvement of instruction strategies and materials


Tasks :

CORE staff in English and Math will assess, discuss and review available CAHSEE supplemental materials and instructional techniques in collaborative meetings; they will select, and recommend to the principal, the materials identified as most likely to aid in improve learning in the appropriate English-Language Arts and Math strands.Measures :

Success in this area will be based upon the review, selection, purchase, and implementation of the identified supplemental material, and ultimately by the student improvement results.People Assigned :

The CORE Teachers, Counselor, and Principal are assigned to this task.



LCFF: Local Control Funding Formula Supplies, Curriculum Materials, Supplemental Instructional activities to support career and diploma

$1,500

Action Title: Centralized Services for English Learners

Means of Achievement: Auxiliary services for students and parentsAction Type : Form A: Planned Improvements in Student Performance.

Tasks :

EIA-LEP funding has been centralized to provide the following services for English Learners: CELDT testing; EL Lead Teacher compensation; oral and written translation services; parent notification and communication; curriculum support and planning; compliance reporting; professional development; parent support through DELAC and ELAC meetings; support for assessment materials, and data management; record keeping; support for credit recovery programsMeasures :

CELDT; CST; CAHSEE

People Assigned :

Director of Categorical Programs; Categorical Program support staff; translator team; EL Lead teachers



LCFF: Local Control Funding Formula-EL Centralized services for EL's $0




Attendance at workshops verified through sign in sheets.

Increase students awareness around college and career readiness by implementing the following:• College application workshops• FAFSA workshops• Resume and cover letter workshops• Job application and interview skills workshop


All DHS senior students will have completed FAFSA online prior to graduation or returning to home high school. All DHS students will have access to after hours counseling and career workshops.


Action Title: College & career readiness workshops


Tasks :

Plan college and career readiness workshops quarterly and near the application deadlines for community colleges.

Measures :

People Assigned :

Counselor, Principal, DHS teachers



LCFF: Local Control Funding Formula extra duty pay for teachers and counselor $400

LCFF: Local Control Funding Formula Expenditures to support students and families attending workshops

$200

Goal Area : LCAP Priority 4 - Pupil Achievement School Goal : Increase college awareness and accessibility of post-secondary funding (District Goal 2)

Strategy:

LEA Goal:





We will monitor and evaluate individual transcripts, CAHSEE results, withdrawal, and transfer data.

There will be an increase in the number of seniors graduating from Discovery High School over the prior year, and/or an increase in the number of students returning to a comprehensive school site on-track towards graduation.


The data for analysis used to formulate this goal will be extracted through an evaluation of prior years graduation rates.


When compared to traditional high schools, based on data extracted from NUSD high school SARC reports, the graduation rate at DHS is approximately 5% lower than other district schools. No data was located relating to student rate of return to the comprehensive school site. Student return rate may constitute virgin data.

Action Title: Creation and Monitoring of Graduation and Return Data


Tasks :

We will monitor the graduation rate and/or the rate of return to a comprehensive school site with the credits necessary to be on-track for graduation, within one year of entering DHS.Measures :

By examining and collecting credits accumulated and CAHSEE data on juniors and seniors, we will assess and determine student eligibility for graduation and/or return to a comprehensive school site on, at least, a bi-quarterly basis.People Assigned :

The individuals charged with this task are the Counselor, Classified Secretary, and the Principal.



LCFF: Local Control Funding Formula Additional counselor hours $1,000

Goal Area : LCAP Priority 4 - Pupil Achievement School Goal : Increase Graduation Rate and the Return Rate to Comprehensive Sites (District Goal 2)

Strategy:

LEA Goal:




Action Title: Apex Learning licenses

Means of Achievement: Increased educational opportunityAction Type : Form A: Planned Improvements in Student Performance.

Tasks :

Purchase up to 150 individual student licenses for Apex learning.

Measures :

All students that need either original credit or replacement credit will be assigned at least one period of Apex Learning. Students enrolled in Apex will be assigned courses needed to either:

1. complete graduation requirements, and / or2. repeat coursework required to return to home school.

People Assigned :

• Assigned DHS teacher• Counselor• Principal



LCFF: Local Control Funding Formula Apex student licenses $15,000




Weekly/ monthly/ quarterly monitoring of student suspension and referral data.

Restorative Justice is a philosophy based on a set of principles that guide the response to conflict and harm. These principles, adopted by the Discovery High School Community, are based on practices that have been used for centuries in indigenous cultures and are have now been adopted by schools and districts throughout the state.

Restorative Justce's three main goals are:1. Accountability. Restorative Justice strategies provide opportunities for wrongdoers to be accountable to those they have

harmed, and enable them to repair the harm they caused to the the extent possible.2. Community Safety. Restorative Justice recognizes the need to keep the community safe through strategies that build

relationships and empower the community to take responsibility for the well-being of its members.3. Competency Development. Restorative Justice seeks to increase the pro-social skills of those who have harmed others,

address underlying factors that lead youth to engage in delinquent behavior, and build on strengths in each young person.


Data shows ____% of students entering DHS have had one or more suspensions at their home school.Students are referred to DHS from other programs that were specifically designed for students with delinquent behavior.


Studies from schools that have adopted restorative practices have shown a decrease in incidents of school violence and students report a more positive school climate.

Goal Area : LCAP Priority 6 - School Climate School Goal : Implement Restorative Justice Practices at DHS (District Goal 4)

Strategy:

LEA Goal:

District Goal 4:Create safe and welcoming learning environments where students attend and are connected to their schools



Action Title: Restorative Justice Training

Means of Achievement: Staff development and professional collaboration


Tasks :

Staff training in restorative practices

Measures :

• Reduction in classroom suspensions• Reduction in home suspensions• Degree to which students participate in restorative activities

People Assigned :

Entire DHS staff



LCFF: Local Control Funding Formula Release/collaboration time, materials $500




The following evaluation tools shall be used to measure student attendance:daily, weekly, quarterly, and annual attendance reports.

Discovery High School staff and administration will offer curricular and extracurricular activities and instruction to improve student attendance.


We will use daily, weekly, quarterly, and annual attendance reports, compared with year over year DHS attendance data. Also an inventory and assessment of extracurricular research including, Participation in Extracurricular Activities in Secondary School: What Is Known, What Needs to Be Known?, by Alyce Holland, Iowa State University, suggest that participation in extracurricular activities dramatically improves attendance.


The analysis reveals that there is a positive correlation between extracurricular activities, engagement, and improved attendance.

Action Title: Youth Development Services

Means of Achievement: Auxiliary services for students and parentsAction Type : Form A: Planned Improvements in Student Performance.

Tasks :

Discovery High School will develop extracurricular programs and avtivities, including ASB, ROP, and sports opportunities, designed inspire students to engage and participate in better school attendance.Measures :

The measure of this task will be improved school attendance and student participation, as measured by increases in daily, weekly, quarterly and annual attendance rates, and the creation of, and number of students in, extracurricular activities.People Assigned :

The Principal, Certificated Teachers, Classified Support Personnel, and Community Affiliates (such as parks and recreation, etc.) as needed.



LCFF: Local Control Funding Formula Extracurricular Team Tutoring Activities $1,000

Goal Area : LCAP Priority 6 - School Climate School Goal : Improved Student Attendance (District Goal 4)

Strategy:

LEA Goal:

District Goal 4:Create safe and welcoming learning environments where students attend and are connected to their schools




With an increased cognitive demand placed on students, the school requires an improvement in the quality of science materials students have access to in the biology and science classes. Additionally, DHS has developed a blended learning model for earth science which requires improved technology resources in the science lab.


The current state science standards and next generation science standards outline the types of activities students should be engaged with in order to master the standards. An examination of the current state of the DHS science lab revealed that students presently do not have access to the necessary equipment.


Action Title: Upgrade computers for blended learning

Means of Achievement: Improvement of instruction strategies and materials


Tasks :

Inventory existing computers and upgrade as necessary.

Measures :

All computers will be able to run required software for blended learning environment.

People Assigned :

NUSD IT Dept.Classroom teacherPrincipal



LCFF: Local Control Funding Formula Computer hardware and or software $1,000

Goal Area : LCAP Priority 7 - Course Access School Goal : Improve the quality of science materials available to students (District Goal 1)

Strategy:

LEA Goal:

District Goal 1:Increase student success in ELA, math, science, and literacy




With the implementation of smarter balanced assessments, the intent of this goal is to replace aging computers and increase the availability of computers, peripherals, and the most updated software to DHS students and staff.



Action Title: Purchase of new computers, printers, and software


Tasks :

Perform needs assessment of technological resources at DHS.Purchase new computers and needed peripherals as needed.Measures :

People Assigned :

Principal, School site council



LCFF: Local Control Funding Formula Computers and necessary supplies $1,603

Goal Area : LCAP Priority 7 - Course Access School Goal : Increase technological resources for students and teachers (District Goal 1)

Strategy:

LEA Goal:

District Goal 1:Increase student success in ELA, math, science, and literacy




The principal and SSC will monitor and evaluate this data at the first and last SSC meeting each year.

This goal is being designed and implemented in order to increase the parental involvement in the improvement of student learning. Parents will participate in the School Site Council and other aspects to improve the Discovery High School climate and culture.


Back To School, Open House, and previous years SSC data indicate a lack of parental participation.


The analysis reveals that a lack of parental involvement may be having a negative impact and effect on student engagement and learning.

Action Title: Parent Participation Alignment with Instruction

Means of Achievement: Involvement of staff, parents and community


Tasks :

Parents will be presented quarterly presentations thru ELAC and Site Council meetings regarding CAHSEE performance and supplemental instruction by our ELAC lead teacher and bilingual specialists, and directed by the principal. These presentations will be used to educate parents on the CORE standards needed for post secondary matriculation, financial aid, and college requirements. They will also serve as a venue for CAHSEE Updates.Measures :

The success of this goal will be measured based on parent participation, and the overall improvement of EL students on the CAHSEE. The data will be monitored by the ELAC Lead Teacher, along with the CORE Teachers (as needed).People Assigned :

The CORE Staff, ELAC Lead Teacher, Principal, and Counselor are assigned to this task.



LCFF: Local Control Funding Formula-EL BilingualTranslation, ELAC meetings, Brochures and Principal Updates, Postage,Instructional Supplies

$200

Goal Area : LCAP Priority 3 - Parent Involvement School Goal : Parent Participation and Site Involvement (District Goal 3)

Strategy:

LEA Goal:

District Goal 3:Engage parents and families to support student success in school



Action Title: Culinary Arts Parent/Community Involvement


Tasks :

Actively recruit parents and community members as mentors and coaches in the Culinary Arts Program. Additionally, provide funds to support the implementation of this task.

• Provide expertise• Demonstrate proficiency in culinary arts• Exposure to cultures and heritage of groups relevant to DHS students

Measures :

Ability to implement the skills taught by parents / community members.

People Assigned :

• Culinary Arts Department• School Principal



LCFF: Local Control Funding Formula Culinary Arts materials, field trips $400



Total Site Plan Budget :

Total Annual Expenditures for Current School Plan:

$23,778

($23,778)

Funding Resource Code Funding Source Allocation /

Expenditure

710 LCFF: Local Control Funding Formula $23,578

Action: Apex Learning licenses ($15,000)

Action: CAHSEE Support ($500)

Action: College & career readiness workshops ($600)

Action: Creation and Monitoring of Graduation and Return Data ($1,000)

Action: Culinary Arts Parent/Community Involvement ($400)

Action: Implement Strategic Acheivement Tutorial ($475)

Action: Providing Supplemental CAHSEE Curriculum ($1,500)

Action: Purchase of new computers, printers, and software ($1,603)

Action: Restorative Justice Training ($500)

Action: Upgrade computers for blended learning ($1,000)

Action: Youth Development Services ($1,000)

Balance: $0

711 LCFF: Local Control Funding Formula-EL $200

Action: Parent Participation Alignment with Instruction ($200)

Balance: $0

Funding Programs Included in this PlanEach state and federal categorical program in which the school participates.

Balance: $0



School Site Council Membership

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the School through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:

Name Represents Contact Info Reviewed Plan Date

Dr. Christopher Morris Principal 916-928-5200 11/19/2014

Connie Parsons Classroom Teacher 916-928-5200 11/19/2014

Rebecca Hunt Other School Staff 916-928-5200 11/19/2014

Monica Graves Classroom Teacher 916-923-8891 11/19/2014

Essance Thompson Secondary Student 916-969-0009 11/19/2014

Shaquille McDaniels Secondary Student 916-459-6410 11/19/2014

Talina Hutton Parent or Community Member 916-549-1926 11/19/2014

Douglas Carter Parent or Community Member 916-288-5155 11/19/2014

Principal ClassRoom Teacher

Other School Staff

Parent or Community

Member

Secondary Student

Number of Members of each Category 1 2 1 2 2

Total Number of Committee Members

Recommendations and Assurances

The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan.

English Learner Advisory Committee __________________________ Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed here in form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on: 11/19/2014



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Authorized signatures are attached at end of document.

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DateSignature of SSC ChairpersonTyped name of SSC Chairperson

Connie Parsons

DateSignature of School PrincipalTyped name of School Principal

Dr. Christopher Morris

Attested:

Analysis of Current Educational Practice

DHS staff and administration will review standardized test scores upon enrollment to align course work to grade level. The results from the following tests are used during the initial intake process and throughout the students' time at Discovery in developing their individual academic plan. Additionally, teachers use this information in planning and modifying their lessons

• CELDT• CAHSEE• NWEA

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA):

DHS teachers use standard based projects that students must complete with 70%, or greater, accuracy. Vocabulary, comprehension, and essays are used to monitor progress for EL students in social sciences and English. CAHSEE, Consumer Math, Algebra, and Geometry skill levels are monitored through teacher quizzes and tests to determine progress. Three (3) times annually, CAHSEE scores are also reviewed to determine student test standing; the scores are then examined and compared with WASC goals and SSP objectives. The assessed results are used to direct and modify instructional practice to address specific strand strand deficiencies. This is an ongoing practice at all grade levels.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC):

All DHS teachers meet highly qualified status under federal guidelines.

3. Status of meeting requirements for highly qualified staff (ESEA):

AB 75 program requirements for the Principal are not applicable. However the current principal is AB 430 authorized and trained on SBE adopted instructional materials.

4.Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC):

AB 466 program requirements are not applicable for this SSP.

5.Sufficiency of credentialed teachers and teacher professional development (e.g. access to AB 466 training on SBE-adopted instructional materials) (EPC):

Staff Development and professional learning activities are focused on aligning instructional practices to increase the implementation of state common core standards. Additionally, training will include developing school-wide assessments in alignment with smarter balanced assessments. English Language Arts and Math teachers will utilize practice tests developed by the smarter Balanced consortium.

6.Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA):

The overwhelming majority of students enrolled in a Continuation High School program are performing below or far below basic skill levels, as assessed by their level of credit deficiency and other quantitative measures. Therefore a substantial portion of the EIA budget has been allocated to support students in meeting graduation requirements and CAHSEE readiness.

7.Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC):

8.Teacher collaboration by grade level (K-8) and department (9-12) (EPC):



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DHS is a continuation high school, with grades nine (9) through 12. Because of it's unique structure, in most cases, departments often consist of only one (1) teacher. With that in mind, teachers at DHS collaborate in more of a cohort consisting fashion of one (1) primary group. The entire staff meets twice a month for staff collaboration and professional learning. Time monthly is dedicated for cross-curricular planning and collaboration.

All courses of instruction have been developed according to the specific academic needs and achievement goals based upon the state content standards. We are currently making great strides to bring our curriculum, materials, and instructional practices into alignment with state content standards.

9.Alignment of curriculum, instruction, and materials to content and performance standards (ESEA):

DHS is a continuation high school, with grades 9 - 12, therefore this prompt does not apply.

10.Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC):

Although strides are being made, and welcomed, for the implementation of pacing guides in the upper grades, DHS is a continuation high school, with grades 9 - 12, therefore this prompt does not apply.

11.Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC):

Standards based, state approved curriculum and texts are available to all students at DHS.

12.Availability of standards-based instructional materials appropriate to all student groups (ESEA):

All students have access to state adopted textbooks in the CORE subject classes. CAHSEE intervention materials are also provided directly through instructional supplemental support classes in the Fall and Spring testing cycles.

13.Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC):

At DHS the following services are provided as part of our regular programming cycle: 1. CORE Curriculum,Standards Based Material (Texts, ancillary supplements to CORE) 2. CAHSEE Testing Preparation3. Algebra Readiness 4. Writing Strategies 5. Grammar Translation and Functional Use 6. Resource Specialist 7. Life/Biology Sciences 8. Physical Sciences 9. US History

10. World History and Geography 11. Physical Education 12. Fine Arts13. Perfomring Arts available to students concurrently enrolled at Natomas High School 14. Economics15. American Government

14.Services provided by the regular program that enable underperforming students to meet standards (ESEA):

At DHS our educational practices, designed to improve student achievement, are climate and culture centered, research-based, and data-driven.

15.Research-based educational practices to raise student achievement at this school (ESEA):

The following resources are available to Discovery students and families: 1. Student Services Department. This department offers a Homeless Liaison, the Student Attendance Review Board, Foster Youth services, Due Process Hearings, and Community School referrals to the County. 2. Special Education Department. This department provides on site administrative support for Workability, Resource Specialist Instruction, and SELPA related services. 3. Instructional Technology Department. IT provides direct support for both software and hardware programs located at DHS. There is direct support for the current student information system, PowerSchool (SIS program). Additional support to enhance parent communication is the Connect Ed.automated phone communication service that provides attendance,instructional,and safety alerts to all students. All classrooms have internet connectivity for project research with the use of the Extenda HP products in all classrooms. 4. Food Services and Transportation services are provided school wide to all students as DHS has been previously identified as full Title I school offering free and reduced lunches. For 2010-11, approximately 70% of the students enrolled are eligible for free and/or reduced lunch programs.

16.Resources available from family, school, district, and community to assist under-achieving students (ESEA):



The following Student Intervention Services are also available to at DHS: 1. Drug and Alcohol Counseling through Strategies for Change,a local community based organization that provides on-site support for both individual and small groups. The services address a range of behaviors including, but not limited to, low academic performance, alcohol and drug intervention, and Anger management. 2.District Health Services. District Nurses are available for appointment referrals and emergency services on case by case basis.

The Principal involves staff, students and parents in the planning and implementation of categorically funded programs and services through the school Site council (SSC). SSC planning and participation is an on-going dynamic for continuation school as the population is highly transitional and mobile. The SSC (includes students, parents, community members, teachers and administrator). The English Learner Advisory Committee (ELAC) are also active groups that provide direct parent input as to school action goals and performance.

17.Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of consolidated application programs. (5 CCR 3932):

The following services are provided through Categorical Resources as funds are available: 1. English Language Development ( Supplemental Literature, Speakers Bureau, external field trips, audio/visual classroom instruction technology, Staff Development i.e. Writer's Workshops, CABE, CCEA, CAFABE, Vocational/Career Development Training) 2. CAHSEE Supplemental materials (Computer software i.e. APEX,Advanced Academics, Princeton review, related test preparation materials, and supplies) 3. Instructional Technology Hardware (Intelliwriters, WiFi teacher assessment software for Interactive Math, Life Skills C&I for post graduation support, field trips, CCEA, CABE/CAFABE conferences) 4. Parent advisory support and involvement. 5. Social Science Curriculum and Software (i.e. APEX, Speakers Bureau on Achievement GAP and project based writing, supplemental reading materials in historical context)

18.Services provided by categorical funds that enable underperforming students to meet standards (ESEA) :

Funding is derived and allocated from traditional sources including Federal, State, and local entities. Our District central office manages and provides supplemental fiscal supports and services. Included is a list of funding sources:

1. Local Control Funding Formula (LCAP)2. Title 1 PI funds

19.Fiscal support (EPC):



spsatitlepagenew - natomas unified school district · 8/13/2014 5/29/2015 $1,500 centralized...

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