t s p s a m h s 2014-16 - san diego unified … razzani parent jill rudolph other school...

THE SINGLE PLAN FOR STUDENT ACHIEVEMENT

AT MIRA MESA HIGH SCHOOL

2014-16

37-68338-3730181

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: Giusti, Scott Contact Person: Giusti, Scott Position: Principal Telephone Number: 619/525-7456; Address: 10510 Reagan Rd, Mira Mesa High, San Diego, CA, 92126-3275, E-mail Address: [email protected]

The following items are included: Recommendations and Assurances Title I Parent Involvement Policy/Parent Involvement Policy for Non-Title I Schools Home/School Compact

Board Approval: June 23, 2015

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.

Mira Mesa High SINGLE PLAN FOR STUDENT ACHIEVEMENT

SPSA Template Revised 4/22/2015 2

TABLE OF CONTENTS

1. Introduction

2. Executive Summary

3. SPSA Template

4. Appendix

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

B. Home/School Compact

C. Categorical Budget Allocations Summary Grid (provided by Financial Planning, Monitoring and Accountability

Department)

D. 2014-15 SPSA Addendum

E. Professional Development Expenditures for Program Improvement and Watch List Schools Only

F. WASC Recommendations (WASC Schools Only)



SINGLE PLAN FOR STUDENT ACHIEVEMENT: INTRODUCTION

EC Section 64000 requires schools and districts that receive state and federal or other applicable funding through the district’s Con App process to

prepare a SPSA for any recipient school. The SPSA is a blueprint to improve the academic performance of all students to the level of the performance

goals, including both the Academic Performance Index (API) and the Adequate Yearly Progress (AYP) measures.



SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY

INTRODUCTION

Both 2014-15 and 2015-16 are addressed in this Single Plan for Student Achievement (SPSA) document. 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.

The contents of this SPSA include the 2014-15 SSC approved categorical budget. The work toward approving the 2014-15 categorical budget was

completed in the spring of 2014 in preparation for the 2014-15 school year. This document is contained in the appendix and has been updated to

address the 2014-15 academic environment and academic goals. The rationales for each expense are identified in the budget.

SCHOOL VISION AND REALITY

Our Vision is that all students succeed academically and ultimately earn a diploma, fulfill college entrance requirements, and develop career readiness

skills. We continue to monitor the progress of our students, especially our English Language Learners, students with disabilities, and Hispanic

students, to ensure that tutoring, mentoring, and other supports are in place. These supports are offered to each student in their work leading to a

diploma, college, and career-readiness. But our primary vehicle for supporting students is through excellent classroom instruction which provides each

student with rigorous content, high expectations, tiered support, and multiple pathways to learn and achieve mastery. Our reality is that 33% of our

students (based on data available October 2014) are English Learners or Reclassified English Learners. However, our experience is that more than half

of our students speak a language other than English at home and so may need targeted instruction in academic English. Hispanic students are currently

22% of our population, an increase of 2% since October 2009. Data shows that our Hispanic students as a group score lower on English and

mathematics assessments than white, Filipino, or other Asian groups who make up the other 78% of the student body. Many of our interventions focus

on academically deficient 9th graders in the hope they will gain skills and become strong independent learners.

CORE AND SUPPLEMENTAL SUPPORTS

TEACHER ALLOCATIONS: Teacher Allocations are based on dividing General Education Enrollment by the approved class size.

High School: 1:30

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.

Secondary Schools will be allocated funding to support hourly counselor time prior to the beginning of school. High School = 4 days for each

counselor. High School counselor ratio is 1:459.

GRADUATION COACH One position for each comprehensive high school and one position shared among the small school campus.

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 that universal high expectations for all students require ambitious and

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

professional learning to expand educators' knowledge, skills, practices, and dispositions. Schools demand effective professional learning focused on

substantive results for themselves, their colleagues, and their students. We artfully combine deep understanding and cultural responsiveness to the

community we serve. We hold high expectations with support for adult learning by providing multiple structures for professional development in

order to achieve school goals. Professional learning is embedded into our vision by communicating that it is a core function for improvement by

establishing and maintaining a public and persistent focus on educator professional learning. With this understanding, professional development time is provided within the structure of Professional Learning Communities. Analysis of student

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



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

broken in to four learning cycles, each cycle building student capacity around this goal. 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).

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 Learning 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.



SCHOOL SITE COUNCIL MEMBERSHIP

Member Name Role

Scott Giusti Principal Rosalie Cuff Other School Representative

Connie Kraus Classroom Teacher Darla Razzani Parent Jill Rudolph Other School Representative

Chris Sabin Classroom Teacher Virginia Sturgeon Other School Representative

Omar Popal Student Nikki Gonzales Student Ashley Bajet Student

Debbie Raynor Parent Sabrina Bazzo Parent

Lisa Balderston Parent Scott Pence Parent Stefanie Gaines Classroom Teacher

Zarek Pilakowski Classroom Teacher Annie Zenor-Sabin Classroom Teacher

Andrew Vu Student Stacey Seiders Classroom Teacher Danielle Dela Paz Student



Area 1: English/Language Arts English/Language Arts SMART Goal: * By 06/30/2016, 10 % of Mira Mesa High Grade 9-11, Students will perform at Common Core Grade level Standards level on site-developed/identified

common formative assessments

* By 06/30/2016, 72 % of Mira Mesa High Grade 10, Students will perform at Proficient or Advanced level in CAHSEE

Closing the Gap SMART Goal: * By 06/30/2016, 17 % of Mira Mesa High English Learner, Grade 10, Students will perform at Proficient or Advanced level in CAHSEE

* By 06/30/2016, 61 % of Mira Mesa High Hispanic or Latino, Grade 10, Students will perform at Proficient or Advanced level in CAHSEE

* By 06/30/2016, 15 % of Mira Mesa High Grade 10, Students with Disability will perform at Proficient or Advanced level in CAHSEE WHAT DATA DID YOU USE TO FORM THESE GOALS?

API AYP CAHSEE CELDT Other Interim Assessments End-Of-Course Exams Other Assessments (Please Specify):

Academic Grades

Site developed common assessments

District Interim Assessments Progress and Growth Monitoring:

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

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

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

cycles, each cycle building student capacity around this goal. 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).



Area 2: Mathematics Mathematics SMART Goal: * By 06/30/2016, 80 % of Mira Mesa High Grade 10, Students will perform at Proficient or Advanced level in CAHSEE

* By 06/30/2016, 10 % of Mira Mesa High Grade 9-11, Students will perform at Common Core Grade level Standards level on site-developed/identified

common formative assessments

Closing the Gap SMART Goal: * By 06/30/2016, 40 % of Mira Mesa High Grade 10, Students with Disability will perform at Proficient or Advanced level in CAHSEE

* By 06/30/2016, 52 % of Mira Mesa High English Learner, Grade 10, Students will perform at Proficient or Advanced level in CAHSEE

* By 06/30/2016, 65 % of Mira Mesa High Hispanic or Latino, Grade 10, Students will perform at Proficient or Advanced level in CAHSEE WHAT DATA DID YOU USE TO FORM THESE GOALS?



District Interim Assessments

Academic Grades, especially competency based grading (Integrated math I) Progress and Growth Monitoring:













Area 3: English Learner English Learner SMART Goal: * By 06/30/2016, 17 % of Mira Mesa High English Learner, Grade 10, Students will perform at Proficient or Advanced level in CAHSEE

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


Academic Grades


District Interim Assessments Progress and Growth Monitoring:













Area 4: Graduation/Promotion Rate

Graduation Rate SMART Goal: * By 06/12/2016, 98.8 % of Mira Mesa High Grade 12 will earn a diploma in Graduation/Promotion Rate

Closing the Gap SMART Goal: * By 06/12/2016, 98.8 % of Mira Mesa High Hispanic or Latino, English Learner, Students with Disability, Grade 12 will achieve a earn a diploma in

Graduation/Promotion Rate

WHAT DATA DID YOU USE TO FORM THESE GOALS?

API AYP CAHSEE CELDT Other Interim Assessments End-Of-Course Exams

Other Assessments (Please Specify):

Review of student transcripts,G PA data, a-g course completion data and demographic data on students identified as drop-outs Progress and Growth Monitoring:













Area 5: Parent Involvement and Community Engagement

Parent Involvement and Community Engagement SMART Goal: * By 06/30/2016, 5.5 % of Mira Mesa High Parents/Guardians, Grades 9-12 will participate in parent events measured by parent/guardian Attendance

Targeted Population:

Grades 9-12: Additional support will be provided in the form of workshops, technology training, and parent classes to ensure participation by our

African-American, Hispanic, EL, and economically disadvantaged families as well as those families with students receiving special education services.

What data did you use to form these goals?:

WASC visiting committee recommendations and critical areas of follow-up. Feedback from parents who attended events on-campus.



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 10-12.

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

· Offer after-school 9th grade study skills class for all students.

· Evaluate student work through consensus scoring teams.

· 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).

· Offer CAHSEE Support classes within the school day.

· 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 math frameworks.

· Continue to focus and develop the elements of an advisory support through English 1-2 and English 3-4 courses.

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

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

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

· Increase the number of students participating in AP and AVID courses.

· Fund AVID team to attend AVID summer conference.

Strategic Support (Tier 2)

· Targeted small group instruction will be used.

· Enroll 9th grade students who perform significantly below in reading in a Period 5 after-school class.

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

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



· Support of ESL students to meet the standards with 1.0 ELST position and hourly IA assistance.

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

· Provide after-school math support four days a week.

· Offer after-school CAHSEE support.

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

· Provide after-school CAHSEE support for 10thgrade students scoring below grade level.

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

Intensive Intervention (Tier 3)

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

· Create content area extended day and summer CAHSEE support classes.

· Provide additional support for students that are FB, BB, and basic on the CST.

· Incentive programs.

SUPPLEMENTAL SUPPORTS

Proposed Expenditures

FTE Estimated Cost

Funding Source Budget Code

Funding Source

Area Goal(s)

Rationale

Position Team Leader

Teacher, 0.4500 $35,375.85 0349-30100-00-1107-

1000-1110-01000-

0000

Title I Basic

Program 02 Additional sections of math to ensure that everyday students receive high quality

Mathematics instruction, concentrating on 9th grade proficiency scores, and

Algebra I by having smaller class sizes. Position Regular

Teacher, 0.5000 $37,201.50 0349-30100-00-1107-

1000-1110-01000-

0000

Title I Basic



Algebra I by having smaller class sizes. Position Regular

Teacher, 0.1470 $10,937.24 0349-30100-00-1107-

1000-1110-01000-

0000

Title I Basic



Algebra I by having smaller class sizes. Prof&Curriclm

DevHrlyClsrmTchr - $11,200.00 0349-30100-00-1170-

1000-1110-01000-

0000

Title I Basic

Program 01, 02, 03,

04 Teacher leaders attend training on instructional strategies mandated by CCSS and

NGSS. Teacher Leaders assist staff in the implementation of the teachng and

learning shifts indicated within CCSS and NGSS. Supplies - $1.11 0349-30100-00-4301-

1000-1110-01000-

0000

Title I Basic

Program 01, 02, 03 Supplemental instructional supplies to improve learning.

Supplies - $6,806.00 0349-30103-00-4301-

2495-0000-01000-

0000

Title I Parent

Involvement 05 Supplies for parent events and meetings



Local Control Funding Formula Goals

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:

Each year, our teachers participate in professional development to help them implement the instructional shifts necessary for students to meet CCSS and

NGSS.

All teachers use the Literacy Resource Packet, created by the MMHS Literacy Team, when they need a close reading protocol or prompts and rubrics for

argument writing assignments.

Department members work collaboratively to create common assessment experiences in line with SBAC test items including performance tasks.

Administration and counseling continue to monitor student achievement, provide academic and personal supports to students, and work with staff and

other resources to provide tiered support to students not meeting diploma requirements.

Identified Need: Students need to gain knowledge and develop skills in English and in mathematics so that they can meet a-g diploma reqirements and be ready for

college and career entry.

Target Group:

While we monitor the progress of all students we are especially concerned about our English Language Learners, students with disabilities, and Hispanic

students. These have been our lowest performing groups on the CAHSEE in both English and mathematics. We also identify and monitor struggling

ninth graders.

Monitoring: Administration and counseling meet 5 times a year, after each 6 week grade report to review progress of students. We give particular attention to English

Language Learners, Hispanic students, students with disabilities and struggling ninth grade students.

Personnel Responsible: Principal, Vice Principals, 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 enhance and expand our core instructional program, three initiatives are in play at MMHS. First, teachers have increased technology resources to use

in instruction. Second, teachers in all departments implement the school wide Literacy plan for reading and writing. And third, teachers are using the

instructional shifts mandated by the CCSS to design lessons requiring students to demonstrate deeper knowledge, use text to respond to questions or

support their arguments, and apply content knowledge and problem solving skills on SBAC type common assessments.

Identified Need:



New technologies are necessary for students to access the information they need and to demonstrate their skills. To prepare our students for college and

career, they need experience using technology Second, our students need practice in reading informational text to extract information and they need

practice writing a persuasive, appropriately supported argument. And third, our students need to have instruction that engages them and leads them to

meet CCS standards.

Target Group:

All students need instruction in line with these 3 supports. But our English Language Learners especially need additional instructional supports in order

to succeed. Additionally, our Hispanic students and students with disabilities need extra support in the classroom.

Monitoring: Teachers select 3 students and collect work samples that show performance in the areas of use of technology, literacy (close reading an use of argument

in writing), and meeting CCSS. As a regular part of Professional development and Professional Learning Community activities, teachers reflect on

student proficiency in all three areas: technology, literacy, and meeting standards. Personnel Responsible::

Principal, Vice Principals, Faculty 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: Professional development will take two paths: one is to increase the use of technology within instructional and the other is to provide opportunities for

faculty to collaborate on the implementation of CCSS and NGSS and to make the instructional shifts these new standards require. Underlying these two

strands, teacher-leaders in math and English will continue to build their capacity for educational leadership within their departments and across

curricular areas.

Identified Need: 1.Teachers need to increase their ability to use technology effectively in the classroom.

2. Teachers in all disciplines need to increase their understanding of how to effect the instructional shifts defined by CCSS and NGSS, especially in the

areas of reading and writing.

3. Teacher-leaders need increased capacity to lead professional development.

Target Group:

All staff need to enhance and expand their ability to teach literacy and numerical skills within their content areas. English, mathematics,social studies

and science teachers will need specific professional development activities to support implementation of CCSS and NGSS, college, and career readiness.

Monitoring:

Twice a month; all staff have the opportunity to join the administration for instructional walk-throughs to observe best practice.

Vice Principals observe classroom instruction weekly and work with department chairs to plan professional development.

The Instructional Team meets monthly, sets direction, and reviews department professional development plans each year.



Personnel Responsible: Administration, Instructional Team, Faculty

LCFF INTERVENTION SUPPORTS

Proposed Expenditures

FTE Estimated Cost

Funding Source Budget Code

Funding Source

Area Goal(s) Rationale

Position Health Technician, 0.2100 $7,023.45 0349-09800-00-2236-3140-

0000-01000-0000 LCFF Intervention

Support 04, LCFF 1 Provides health care to students in support of

consistent attendance in class. Position ESL Asst, 0.4375 $11,267.81 0349-09800-00-2101-1000-


Support 01, 03, 04, LCFF 1,

LCFF 2 Provides targeted support for English Language

Learners and assists in assessing progress Position Team Leader

Teacher 0.2000 $15,722.60 0349-09800-00-1107-1000-


Support 01, 02, 03, 04, LCFF 1,

LCFF 2 Provides targeted support for struggling students

especially English Language Learners Position ESL Asst, 0.4375 $11,267.81 0349-09800-00-2101-1000-


Support 01, 03, 04, LCFF 1,


Learners and assists in assessing progress Position Advanced

Placement Teacher,

0.4000 $31,171.20 0349-09800-00-1107-1000-


Support 01, 02, 03, 04, LCFF 1,

LCFF 2, LCFF 3 Provides targeted support for English Language

Learners and assists in assessing progress Position Regular Teacher 0.0540 $4,017.76 0349-09800-00-1107-1000-


Support 01, 02, 03, 04, LCFF 1,


Learners and assists in assessing progress Supplies - $30.92 0349-09800-00-4301-1000-


Support 01, 02, LCFF 1, LCFF 2 Instructional supplies for classrooms



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

B. Home/School Compact

C. Categorical Budget Allocations Summary Grid (provided by Financial Planning,

Monitoring and Accountability Department)

D. 2014-15 SPSA Addendum

E. Professional Development Expenditures for Program Improvement and Watch List

Schools Only

F. WASC Recommendations (WASC Schools Only)



APPENDIX A

TITLE I PARENT INVOLVEMENT POLICYOR

PARENT INVOLVEMENT POLICYFOR NON-TITLE I SCHOOLS

(Provided by the School Site)



APPENDIX B

HOME/SCHOOL COMPACT(Provided by the School Site)



APPENDIX C

CATEGORICAL BUDGET ALLOCATIONS SUMMARY GRID(Provided by Financial Planning, Monitoring and Accountability Department)

Printed by Gutierrez, Dario 1 of 1

San Diego Unified School DistrictSite: 0349 Mira Mesa HighAs of Date 04-22-2015Extended Summary

Name FTE TOTAL FTE TOTAL 126,666.00 6,806.00 126,666.00 6,806.00

(0.00) - Certificated Salaries / Monthly 1.10 83,514.59 - - 2000 Regular Teacher 0.65 48,138.74 - - 2085 Team Leader Teacher 0.45 35,375.85 - - Certificated Salaries 11,200.00 - 1170 Prof&Curriclm DevHrlyClsrmTchr 11,200.00 - Employee Benefits 31,950.30 - Books and Supplies 1.11 6,806.00 4301 Supplies 1.11 6,806.00

30100 Title I Basic Program

30103 Title I Parent

Involvement



APPENDIX D

2014-15 SPSA ADDENDUM

SPSA Addendum 2014-15 Appendix D

Area Goals for 2014-15 SY

English Language Arts:

Mathematics

English Language

Development

Graduation/Promotion Rate

Parent Involvement and

Community Engagement

Academic Program Description:

* The following categorical budget was approved by the 2013-14 SSC for the 2014-15 SY and does not take into account budget transfers since board approval

As we move to ensure all students are successful at MMHS our goal is 17% of grade 10 English language Learners will score

proficient or advanced on the CAHSEE-ELA. We will also collect data on how well English Learnes and reclassified students do on

site developed/identified common formative assessments that replicate the SBAC assessment of CCSS.

Mira Mesa High School

By 06/30/2015, at least 10% of MMHS 9th, 10th, and 11th grade students will be proficient on site common formative ELA

assessments that replicate SBAC assessments. In addition, 72% of grade 10 studentswill be proficient or advanced on the CAHSEE-

ELA and that 61% of Hispanic, 17% of English language Learners, and 15% of students with disabilities in the 10th grade will be

proficient or advanced on the CAHSEE-ELA.

By 06/30/2015, at least 10% of MMHS 9th, 10th, and 11th grade students will be proficient on site common formative math

assessments that replicate SBAC assessments. In addition, 80% of grade 10 students will be proficient or advanced on the CAHSEE-

MATH and that 65% of Hispanic, 52% English language Learners, and 40% of students with disabilities in grade 10 will be proficient

or advanced on the CAHSEE-MATH.

By 06/12/2015, 98.8 % of Mira Mesa High, class of 2015 will achieve the credits and grades required to earn a diploma. As we

continue our efforts to ensure that all students are successful at MMHS our goal is that 98.8 % of Mira Mesa High Hispanic or Latino,

English Learner, and Students with Disabilities, in the class of 2015, will achieve the credits and grades required to earn a diploma

by June 12, 2015.

By 06/30/2015, 5.5 % of Mira Mesa High Parents/Guardians of students in Grades 9-12 will participate in at least one parent event

as measured by parent/guardian Attendance.

The budget listed below is supplemental to the base program. Please see the base program model on the following

pages.

1 of 2

SPSA Addendum 2014-15 Appendix D

Name FTE TOTAL FTE TOTAL 131,184.00 6,107.00

2000 Regular Teacher 1.15 86,716.90 - -

Provides for a teacher who utilizes diverse instructional strategies designed to support

learning by students in targeted subgroups.

1162 Short Term Leave Visiting Tchr 1,824.00 - Visiting teacher for teachers paid for in categoricals when they are out on illness.

1170 Prof&Curriclm DevHrlyClsrmTchr 8,790.00 -

Supports building capacity in an educator who Utilizes diverse instructional strategies

designed to support learning by students in targeted subgroups.

Employee Benefits 30,021.13 - Fixed costs

4301 Supplies 611.00 4,107.00

Supports diverse instructional strategies to support learning by students in targeted

subgroups.

5209 Conference Local 3,220.99 -

Supports building capacity in an educator who Utilizes diverse instructional strategies

designed to support learning by students in targeted subgroups.

5920 Postage Expense - 2,000.00 Supports communication with parents of at risk students.

30100 Title I Basic 30103 Title I Rationale

2 of 2

2014-15 High School Core

TEACHER ALLOCATIONS: Teacher Allocations are based on dividing General Education Enrollment by the approved class size. High School: 1:30

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. Secondary Schools will be allocated funding to support hourly counselor time prior to the beginning of school. High School = 4 days for each counselor. High School counselor ratio is 1:459.

GRADUATION COACH One position for each comprehensive high school and one position shared among the small school campus.

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



APPENDIX E

PROFESSIONAL DEVELOPMENT EXPENDITURES FOR PROGRAM IMPROVEMENT

& WATCH LIST SCHOOLS ONLY

APPENDIX E

Acct

10 % allocation has been met

1170

Enter Total Allocation: Resource 30106

Sum or Resources 30100 & 30106

10% allocation needed for PD

Note: All schools in Program Improvement must set aside a minimum of 10% of their Title 1 allocation for Professional Development.

$12,905.00

$0.00

$0.00

Resource

YES

$126,666.00

School Name: Mira Mesa High School

Total Allocated - Must be at least 10% of the sum of 30100 and 30106

Description of how funds reserved for PD will be used to remove the school from PI status

Teacher leaders attend training on instructional strategies mandated by CCSS and NGSS. Teacher Leaders assist staff in the

implementation of the teachng and learning shifts indicated within CCSS and NGSS. (includes benefits)

Amount

$12,905.00

$0.00

$0.00

Please check one:

$12,666.60

Enter Total Allocation: Resource 30100

SINGLE PLAN FOR STUDENT ACHIEVEMENT2015-16 PROFESSIONAL DEVELOPMENT EXPENDITURES FOR PROGRAM IMPROVEMENT

& WATCH LIST SCHOOLS ONLY

$126,666.00

$0.00

Watch List Year 1 Year 2 Year 3 Year 4 Year 5 Year 5+

30100

30100

30100

30100

30100

30106

30106

30106

30106

30106



APPENDIX F

WASC RECOMMENDATIONS (WASC SCHOOLS ONLY)

Financial Planning and Development

Financial Planning, Monitoring and Accountabi l i ty Department

APPENDIX F WASC RECOMMENDATIONS YEAR: 2015-2016

School: Mira Mesa High

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

WASC: Schoolwide

Crit ical Areas for follow-up

SPSA Goal Area:

1, 2, 3, 4 or 5

Professional

Development Resources

Means to Assess

Improvement

Reporting Timeline

Responsible Person(s)

1. The administration andstaff identify students from all the various sub-groups and other demographic groups as identified by the administration in the core academic classes and provide coordinated monitoring and assistance to struggling students.

Goals 1,2,3,4,5 Administration and

counseling to work with staff

to create and enhance

existing mentoring and

tutoring opportunities for

identified students in high

risk categories.

After each 6 week progress report the administration and counseling meets to review academic progress, attendance and behavior of students in identified at risk groups.

Counselors & Vice

Principals meet

regularly with at risk

seniors.

Holding grade-level

parent workshops.

Administration, Counselors.

Admin and counselors meet

every 6 weeks to review

progress of English Language

learners, Hispanic, Disabled

and economically

disadvantaged students.

Counselors meet with

seniors every 6 weeks.

.

2 The current professional

development is determined by

Goals 1,2,3,4 Staff training on CCSS

instructional shifts, close Instructional Council Administration, department

WASC: Schoolwide


SPSA Goal Area:

1, 2, 3, 4 or 5

Professional


Means to Assess

Improvement

Reporting Timeline


the needs of each department

and supported by the

administration. In support of

this, the SPSA and the WASC

Action Plan are used to guide

professional development.

reading protocols, argument

writing and NGSS methods

of student science inquiry.

Opportunities for staff to

incorporate more SBAC type

questions and performance

tasks into common

assessments.

meets monthly.

Departments meet

minimally 10 times

throughout the year.

Department chairs plan

professional

development activities.

Site literacy team designs literacy resources with strategies that can be incorporated into lessons across the curriculum.

leaders, faculty, literacy team

Departments meet minimally

10 times throughout the year

At least twice a year all

teachers provide students an

opportunity to engage in

close reading of

informational text.

At least once during the year all teachers provide their students an opportunity to write an argument based on either a literary piece or a selection of informational text.

3. The school needs to

develop and use some type

of formative common

assessments to drive

instructional practices.

Goals 1,2,3,4 ELA and EL staff review

pacing of 9th

and 10th

grade

core program to ensure that

students are receiving

instruction aligned with

PLC time to evaluate

student performance

on Site developed

formative common

Administration, department

leaders, Faculty

Departments meet minimally

10 times throughout the

WASC: Schoolwide


SPSA Goal Area:

1, 2, 3, 4 or 5

Professional


Means to Assess

Improvement

Reporting Timeline


CCSS and develop

appropriate assessments to

track student proficiency.

On-line SBAC question

banks.

Common prep period for

Integrated Math I teachers to

implement Competency

based grading using

assessments written by the

Integrated Math I team.

Time during department

professional development for

faculty teaching the same

course to design and reflect

on common assessments.

Instructional Council provides

focus and builds leadership

capacity for professional

development.

assessments and

rubrics.

year.

Instructional Council meets

monthly.

Literacy team meets

annually.

t s p s a m h s 2014-16 - san diego unified … razzani parent jill rudolph other school...

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