west contra costa unified school district pinole valley

West Contra Costa Unified School District

Pinole Valley High School

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2013 - 2014

Board Approval Date:

Contact Person: Kibby Kleiman

Principal: Kibby Kleiman

Telephone Number: (510) 758-4664

Address: 2900 Pinole Valley Road

Pinole, CA 94564

E-mail address: [email protected]

3/26/2014

BOARD OF EDUCATION 2013 - 2014

CHARLES T. RAMSEY, President

TODD A. GROVES, Clerk

RANDALL ENOS, Member

MADELINE KRONENBERG, Member

ELAINE R. MERRIWEATHER, Member

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Safety, Library, Technology Assurance Page

Executive Summary

Stakeholder Involvement

System-wide Barriers

QEIA Checklist/Monitoring and APS (Helms - Only)

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Required Strategies

Implementation of CCSS

ELA #1

ELA #2

Math #1

Math #2

Science

History/Social Science

Educationally Disadvantaged Youth #1

English Learners #1

Extended Learning #1 (Only required for Title I schools)

Attendance

Health and Safety

School Climate #1

Optional Strategies

Physical Education

Visual and Performing Arts

Educationally Disadvantaged Youth #2

Special Education

English Learners #2

School Climate #2

Coordination of Services Page

Agreements

Centralized Services

School Site Council (SSC) Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and

assures the board of the following:

1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state

law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those

board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting

this plan (Check those that apply):

[ ] School Advisory Committee for State Compensatory Education Programs

[ ] English Learner Advisory Committee

[ ] Community Advisory Committee for Special Education Programs

Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for

Student Achievement and believes all such content requirements have been met, including those found in district governing

board policies and in the Local Improvement Plan.

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a

sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council on: .

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2013 - 2014 school year, using the WCCUSD monitoring process.

Attested:

Kibby Kleiman

Typed name of school principal Signature of school principal Date

Manuel Hinojosa

Typed name of SSC chairperson Signature of SSC chairperson Date

West Contra Costa Unified School District

Pinole Valley High School

2013 - 2014

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on*:

Identify

Chair

Person:

Parent/Community Members

#1 Raul Morales June

2014 [ ]

#2 Manuel Hinojosa June

2015 [X]

#3 Lucy Parada June

2014 [ ]

Student Members

#1 Derrick Duren (12th Grade) June

2013 [ ]

#2 Sariah Adviento (12th Grade) June

2013 [ ]

#3 Miguel Hinojosa (10th Grade) June

2013 [ ]

School/Other Members

Tchr #1 Dana Schurr June

2015 [ ]

Tchr #2 Leslie Williamson June

2015 [ ]

Tchr #3 Corrina Lefkowitz June

2015 [X]

Tchr #4 TBA June

2014 [ ]

Other Kelly Mosley June

2015 [ ]

Principal Kibby Kleiman N/A [ ]

Membership Composition:

Secondary (12 total)

1 Principal

4 classroom teachers

1 other school staff

3 parents/community members

3 students

* Indicate “n/a” if your council does not have SSC Bylaws that specify term limits.

Assurances Regarding the School Safety Plan

The principal’s signature verifies that Pinole Valley High School has reviewed the school Safety Plan for 2013 - 2014.

The plan [X] was [ ] was not updated. Key elements of safety, emergency and crisis preparedness were reviewed and discussed with

all school faculty and staff.

Kibby Kleiman


Assurance Regarding the Library Plan

The principal’s signature verifies that Pinole Valley High School has reviewed the district Library Plan for 2013 - 2014.

Kibby Kleiman


Assurance Regarding the Technology Plan

The principal’s signature verifies that Pinole Valley High School:

[X] will develop a Technology Plan for 2013 - 2014

[ ] has updated the Technology Plan for 2013 - 2014

Kibby Kleiman


Executive Summary

Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2013 - 2014

WCCUSD Goals. Our school establishes programs, activities and actions which are designed to continually address these

goals.

GOALS:

Equity: Implement fair, evenhanded district and school level policies, practices, and actions that ensure each student counts, all

students can learn, district resources are developed and deployed based on recognition and acknowledgement of the needs and

strengths of each student, and all stakeholders are valued members of the WCCUSD community.

In both annual and long-range planning, PVHS will implement fair, evenhanded school level policies and actions that ensure

each student counts and all students can learn. While Pinole Valley High School will provide access to a rich academic

curriculum through explicit direct instruction in culturally-responsive classrooms to all students, CST scores continue to

indicate significant achievement gaps when looking at disaggregated data. School resources are developed and deployed

based on recognition and acknowledgement of the needs and strengths of each student. Teachers will use data from

formative and summative assessments in planning culturally-responsive, standards-based instruction and curriculum to

ensure that academic equity for all students. All teachers will have a course syllabus, and grading policies will be

available to students and parents.

Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full range of

student needs and results in all students being prepared for a successful life.

Pinole Valley High School offers a comprehensive secondary school education. All students have access to a rigorous college

preparatory program including many Honors and Advanced Placement classes. Data collected from the class of 2012

graduates:

• 35% of our students go directly to a four-year college • 45% of our students continue their education at a two-year college

• 5% of our students go on to a business or technical school • 2% of our students go into the military service • 13% of our students go directly to work

In addition to a rigorous academic program, PVHS offers CTE approved ROP Programs and Academy Programs wherein

students are encouraged to demonstrate mastery of subject matter. All Academy Pathways are well resourced and

supported by Linked Learning professional development and certification in implementing Project Based Curriculum. In

2012-2013, all 9th graders will be clustered in one of the five Academy Pathways.

• Regional Occupations Programs (ROP) in Computer Science, Web Design, Digital Arts, Sports Medicine, Law

Enforcement Careers, Play Production, and Publications (Yearbook).. • The Environmental Studies Academy provides students in grades 10-12 with an integrated curriculum that emphasizes

environmental issues. The ESA requires a two year commitment from the students. Students who successfully complete

the two year commitment earn an ESA diploma. • The Visual and Performing Arts Academy (VAPA) is in its third year of implementation with a 10th grade cohort, and a

new Lead Teacher. This California Partnership Academy. The Conservatory of the Arts is an enrichment program

supported by parent fundraising to support after school specialty classes in the performance arts. • An Academy Pathway in Law and Justice was developed in the 08-09 school year. The first full year of implementation

for 10th grade students was 09-10. The Law and Justice Academy now has students in 10 - 12th grades. The Health Academy Pathway began planning in 08-09 and implemented a 10th grade cohort in 09-10. It now has students in

10th - 12th grade.

The Technical Engineering Academy Pathway is in its first year of implementation with a 9th grade cohort and a 10th grade

cohort who are enrolled in Project Lead The Way courses Introduction to Engineering Design and Principles of

Engineering. Instructional supplies and professional development for this pathway are funded through grants from

Chevron and LInked Learning.

• Forensics, also know as Speech and Debate, is an extracurricular activity that is open to all PVHS students from grades 9-

12. It is comprised of several categories of competitive events, which are designed to better high school students'

argumentation, speaking style and performance abilities. The mission of the Pinole Valley High School Forensics Team is

to empower students to speak powerfully, to develop critical thinking skills, and to become aware of issues that impact the

world today. Pinole Valley's Forensics team is a member of the National Forensics League (nflonline.org), a national

honor society for speech and debate competitors, and competes locally in the Golden Gate Speech Association (ggsa.org). The Ivy League Connection sets the bar for a college going culture at Pinole Valley High. The ILC provides PVHS students in

10th and 11th grade the opportunity to apply for a summer program for high school students in one of several Ivy League

Schools. While a small number of students attend ILC programs annually, the ILC program has had a profound impact

on the school community by highlighting the fact that our students are prepared to attend and be successful at the best

colleges in the country. Students who attend ILC Summer Study programs make a commitment to share their experience

with other PVHS students on their return to the community.

Accountability for All: Build a system of accountability for all that nurtures a culture where all administrators, teachers, district

employees, families, students, and community members are accountable for their roles in improving student achievement.

Every aspect of Pinole Valley High School climate, culture, sports, activities and academic programs are developed through

the direct involvement of parents, teachers, students, community members and administration.

The formal systems for involvement and decision making are:

• Parent Information Nights: The school offers a variety of opportunities for parent information, including 9th grade

orientation nights in the Winter for incoming 9th grade parents and college financial aid seminars. The Fourth Annual

PVHS College Fair is planned for October. Over 40 colleges and trade schools will be present and parents and students

will learn about possibilities for their students beyond high school. There will be scheduled information sessions on college

planning and financial aid.

• Core subject area departments hold collaborative meetings regularly to update pacing guides, curriculum guides, and

common assessments. Teachers use student achievement data as well as peer observation and reflection to guide decision

making regarding instructional strategies, instructional programs, and to give input to administration.

• PTSA: The PTSA has an active presence in the school community as it sponsors student incentive programs, student

scholarships, and fundraisers for students, and support for teachers and staff (teacher supply auction, lunches, and

refreshments). The PTSA meets on the second Monday of each month.

• School Site Council: The SSC meets every second Tuesday from 4:00pm to 5:00pm to review the school action plans and

budget and make decisions accordingly; parents, students, teachers, staff and the school principal work together in

planning school program improvement. The School Advisory Committee (SAC) will be combined with the SSC.

• English Learner Advisory Committee (ELAC): The ELD budget oversight committee is the ELAC. Parents, teachers,

school administrators and students work together to inform ELD program and budget decisions. The ELD department

works closely with the ELD students in the areas of scheduling and tutoring. A bilingual classroom aid and a bilingual

graduate tutor assist teachers in classrooms during the school day. The ELD department also monitors the progress of

former English Learner students. Classrooms are infused with instructional technology as a tool to engage students and

promote the integration of technology into the curriculum.

• GATE Committee: Administrators work closely with teachers, counselors and students to work to increase curriculum

choices for GATE students, provide tutoring for GATE students experiencing difficulty in science and math courses as

indicated by the CST data for GATE students, and provide support for GATE students who are struggling academically.

The Instructional Leadership Team is comprised of Department Chairs and Academy Leads. The ILT meets weekly to discuss

and advise decisions on school programs. In May of each school year the ILT will give input to the SPSA as well as the WASC

Action Plan. Academy Leads meet weekly with the principal to discuss Academy Pathway and Linked Learning program

implementation. All Academy teachers meet on the fourth Wednesday of the month to discus challenges and share best

practices.

Safety: Implement strategies that ensure 1) safe, positive learning and working environments, 2) site preparedness for any crisis or

emergency.

Pinole Valley High School is following the West Contra Costa Unified School District Comprehensive School Safety Program.

The School Safety and Emergency Team is supplemented by the District Safety Committee chaired by school board member

Mr. Thurmond.

• Two City of Pinole School Resource Officers (SROs) are assigned to PVHS and work closely with the administration to

ensure that campus safety policies are implemented; they along with four Campus Safety Officers (CSOs) patrol the

campus during the school day. Schedules of supervisory personnel are staggered so that the campus is covered from

7:30am until 4:30pm. • PVHS has implemented the district wide lanyard and ID system for staff and students. All students and parents are

required to attend the safety meeting during the registration process in August. A safety message is delivered by the SROs,

parents, and administrators during walk through registration. • Attendance is viewed as a critical component of school safety at PVHS. A “no hall pass” policy has been implemented at

PVHS; students are expected to be in class on time and for the duration of the class period. The School Attendance Review

Team meets with students, parents/guardians. Connect Ed, a web-based system, will be used to call parents/guardians on

a daily basis when students are reported absent in one or more periods during the day. In addition, parents and students

have a password to access live attendance and grade data on Power School. • The staff at PVHS is committed to providing a safe and caring environment for students to learn in. The staff has adopted

a character education framework, Character Counts, to guide all discussions and activities having to do with the Six

Pillars of Character (Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship). Through district office

support, the Student Health Center is staffed full time with a coordinator and with outreach counselors from four local

agencies as well as JFK University student interns. In addition, student programs designed to address better decision

making skills are held annually as funding permits; Safe School Ambassadors, Peer Conflict Mediators and the Anti

Defamation League program, World of Difference.

Community Engagement: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning and provides for meaningful dialogue on critical issues. This will be fostered and

sustained on a district-wide level by continuously improving WCCUSD internal capacities and capabilities to engage all stakeholders.

PVHS and the City of Pinole have a long-standing and ongoing relationship on behalf of the student safety and joint projects

involving the City and the School. The Principal is an active member of the Pinole Rotary and meets frequently with members

of the City Council and Public Works. Parents and community members participate on several formal decision-making

groups at PVHS: ELAC, SSC/SAC, ILT and the WASC Focus Groups are all groups that have regular participation of

participation of parents and community members. School climate and culture surveys are conducted by the School Culture

and Safety Focus Group. Recently the PVHS staff and City Council have worked on plans for a new traffic route to alleviate

traffic in front of the school as well as plans for the reconstruction of PVHS. The staff have participated in a new online survey

called KEYS in 11-12. They will identify at least one area from the survey results this year to develop a plan for improvement.

Stewardship: Continually strive to improve the effective and efficient use of financial and other resources. Stewardship is the wise

use of resources and the attribute by which the district can build and maintain public trust.

Key staff members will use the new Munis system for purchase orders and financial management. The ELAC and SSC/SAC

review the ELD budget. The SSC/SAC reviews the SCE budget. Two Career Academy Pathway and Linked Learning

administrators and their staff at the district office assist the Career Academy Pathway Leads with budgets and reports.

Description of any grants (i.e., Scully) that are not under the purview of the SSC, yet contribute to the school’s path to

academic excellence:

Program Name: Environmental Studies Academy

Program Focus: Five teachers work collaboratively in a number of ways that reinforce the career focus of the Environmental

Studies Academy. This California Partnership Academy is composed of over 100 students grades 10-12.

Curriculum is largely project based and experiential; projects involve real world environmental issues and

integrate studies in Science, History and English. Funding is provided through the CPA as well as Linked

Learning.

Program Name: Visual and Performing Arts Academy

Program Focus: A California Partnership Academy course of study including drama, music recording or art classes during

the school day in addition to specialized courses after school. Curriculum is largely project based and

experiential; projects include full dramatic and musical play production. Students may earn a special

certificate or diploma. Funding is provided by the CPA as well as Linked Learning. This CPA is in its first

year of implementation in 11-12 with a 10th grade cohort. In 12-13 a 9th grade and an 11th grade cohort

will be added.

Program Name: Law and Justice Academy

Program Focus: A California Partnership Academy course of study in a small school environment that includes specialized

elective classes in the field of Law and Justice as well as study trips and guest speakers. Four teachers work

with an advisory board in designing project based learning experiences with a career focus in the field of

Law and Justice. By 11-12 this CPA will have 10th - 12th grade cohorts with a 9th grade cohort to be added

in 12-13.

Program Name: Health Academy

Program Focus: The Health Academy was implemented in 09-10. Four teachers work with an advisory board to implement

an integrated course of study that includes specialized classes in the field of health. Projects are emphasized.

The Health Career Pathway includes elective courses in Sports Medecine and Health Careers, as well as a

rigorous college prep curriculum including Biology and Physiology. Students experience study trips and

guest lecturers in a small school environment. By 12-13 this CPA will include 9th - 12th grade cohorts.

Program Name: Project Lead the Way/Engineering and Biomedical

Program Focus: Project Lead the Way is a sequential course of study in Engineering. In 11-12 two courses will be

implemented in the 9th grade (Introduction to Engineering Design or IED) and in the 10th grade (Principles

of Engineering or POE). PLTW is funded by a grant for materials from Chevron and a curriculum and

professional development support through Cal Poly. The PLTW courses will provide the foundation for the

Tech Engineering Academy. Planning is underway for an additional Biomedical PLTW pathways

Program Name:

Program Focus:

SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze CST and local assessment

data

Process: The Staff will review CST and

CAHSEE data for prior year on the

First staff meeting in September.

or Process: Department Chairs, Academy

Leads, Principal, APs, Counselors.

Step 2 Gather input from

(check all that apply)

[ ] GATE

[X] ELAC

[ ] CAC

[X] Others SAC

Process: ELAC and SSC/SAC will

gather input from designated

departments and staff.

or Process: AP, ELD Department Chair

Person, Bilingual Community Worker.

Step 3 SPSA strategies development Process: Departments will meet to

review assessment data and agree on

12-13 strategies.

or Process: Department Chairperson,

Administrative Team.

Step 4 Budget development Process: Departments will meet to

develop budgets relative to strategies.

or Process: Department Chairperson,

Administrative Team.

Step 5 Finalize and submit SPSA for

School Board Approval

Date: 12/20/2013

Step 6 SPSA monitoring Process: Department Chairs and

teachers will provide input to

SSC/SAC.

or Process: Department meetings, ILT.

System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

[ ] Staffing: [ ]*

[ ] Facilities maintenance: As the school moves from its

original campus to a temporary campus, there are

repairs being postponed because the site is not going to

need them by the end of the school year

[ ]* We are making due with existing systems, and are

confident that having gotten by thus far, we will be

able to successfully finish up the 2013-2014 school year

with what we have

[ ] Facility capacity (space for classrooms/programs): [ ]*

[ ] Safety: [ ]*

[ ] Materials availability: [ ]*

[ ] Technology: We still await our wireless capability [ ]* We are aware that upon our move, there will be

wireless capabilities at our Temporary campus

[ ] Fiscal Support: [ ]*

[ ] Compliance Support: [ ]*

[ ] Curriculum and Instruction Support: [ ]*

[ ] Other: [ ]*

* A check in the box indicates that completion of this section requires additional central administrative department support.

Data Analysis

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Academic Data

Ch

oo

se 3

DIBELS:

Describe data reviewed

[ ]Area of concern

[ ]Area of strength

Accelerated Reader/Star

Reading:


[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

CAHSEE:

Describe data reviewed:

10th Graders scoring a Pass

or Proficient

[ ]Area of concern

[X]Area of strength

The numbers of students who have passed has risen to 82%

passing in both English and Math. The number scoring

Proficient has risen to 46% in English and 40% in Math.

AMAO Data:


[ ]Area of concern

[ ]Area of strength

CELDT:


Number of students scoring

Early Advanced or better

[X]Area of concern

[ ]Area of strength

Our EL population continues to have the majority scoring

below Early Advanced in most matrices, especially in the

Writing component

Grade Count: (Secondary

Only)


[ ]Area of concern

[ ]Area of strength

GPA: (Secondary Only)


[ ]Area of concern

[ ]Area of strength

Credits Earned: (Secondary

Only)


Graduation numbers

[ ]Area of concern

[X]Area of strength

Our student graduation numbers 98% demonstrate our

ability to support and provide for our students at-risk of not

graduation, through credit recover programs.

Other:


[ ]Area of concern

[ ]Area of strength

Student Support Data

Ch

oo

se 2

Attendance:

[ ]Area of concern

[ ]Area of strength

Suspension


The number of suspensions

on campus

[ ]Area of concern

[X]Area of strength

We have reduced the number of suspensions by more than

15% this year, and are employing strategies to sustain that

trend

Parent/Community Survey:


[ ]Area of concern

[ ]Area of strength

Keys Survey:


[ ]Area of concern

[ ]Area of strength

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Healthy Kids Survey:


Ability to make our target

numbers on the survey

[X]Area of concern

[ ]Area of strength

The ability to get more than 60% of our school surveyed is

stretched with our limits on computer lab facilities and to get

our parents to link online and complete the survey as well.

Other:


[ ]Area of concern

[ ]Area of strength

Other:


[ ]Area of concern

[ ]Area of strength

ACTION PLAN

REQUIRED SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement Transition Year

Common Core State Standards

Areas of Academic focus for transition to CCSS1

English Language Arts

Description of the above strategy:

We are going to introduce and work on mastery of informational textual readings. Our students will be exposed to and asked

to write using prompts from such selections.

This strategy will address the specific learning needs of students in the following subgroups:

[X] African-American [X] Latino [X] EDY

[X] EL [X] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of Writing:

[X] Written Conventions [X] Writing Strategies

[ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from

the SPSA Monitoring form where available):

[X] This is a new strategy this year.

Action steps to implement the strategy:

By January 2014 we will have taken our first benchmark exams using the strategies.

By February 2014 we will our students will be using their Academy themed units using informational text as well.

By April 2014 we will be doing our SBAC work and having all English classes demonstrate their work in this computer

setting

By June 2014 we will be analyzing as a staff our assessment results and planning time for the upcoming school year

By July 2014 we will have select English teachers attend training on strategies

By August 2014 we will have our Instructional Leadership team, use our experts to teach new and returning staff on

Instructional text strategies

Materials necessary to implement the strategy:

Focus Materials Cost

Program Specific for Student Use (001)

Parent (008)

Professional Dev (024)

Technology (001)

Library (006)

Annual Cost:

Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card Cost

Common Core Professional Development [X] TitleII 9625

Annual Cost 9,625

Professional development activities to implement the strategy:

Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost

Annual Cost

Teacher collaboration time to implement the

strategy: Frequency

Cost

Activity Weekly Monthly Other

Annual Cost

Parent involvement activities to support the strategy Focus

Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost

Other Contracted Services, including assemblies and sports programs, to support the strategy:

Grad

e General Focus (e.g., museum, farm) Cost

Annual Cost

SPSA Monitoring: Focus

(must collect data from at least 2 focus areas)

Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

[ ] [X] [ ] [X]

Common Core State Standards

Summary of Costs

Materials

Total Expenditures:

Expenditures by Funding Source:

Title I

Additional Certificated Staff

Total Expenditures: 9,625


TitleII 9,625

Professional Development

Total Expenditures:


Title I

Teacher Collaboration

Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Other Contracted Services

Total Expenditures:


Title I

Student Achievement

English Language Arts - ELA #1

WRITING

Strategy to be used during the 2013 - 2014 school year:

The English Department will continue to create and implement common assessments to be given at least 6 times per year,

designed around essential standards for all grade levels in RLA. These assessments will reflect the district pacing guides and

will focus on writing. The English department will agree on grade level rubrics for writing.


Through collaboration meetings, teachers will review and revise their common assessments. They will upload these

assessments to Edusoft. They will also share instructional practices and model lessons to improve equity of instruction for all

learners. They will follow a cycle of inquiry: assess, review, revise, and reteach. They will utilize item analysis in this cycle.

They will identify grade level rubrics for writing.

ELA teachers will identify exemplars of student writing from high performing schools.


[ ] African-American [ ] Latino [X] EDY

[ ] EL [ ] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of Writing:

[ ] Written Conventions [ ] Writing Strategies



[ ] This is a new strategy this year.


By September, 2013 we will

• create a schedule of collaborations for the year to review and revise common assessments and and inform teachers of

district planned PD. • analyze disaggregated CAHSEE and CST data. • create a schedule and confirm agreement with Achieve Learning for push-in and after school tutoring for identified

students, both 10th grade (see also ELA#2).

By October, 2013 we will

• begin the process of reviewing and revising the first common assessment. • Identify 10th graders who are at risk of not passing or not scoring proficient on the census CAHSEE for additional

support by the Achieve Learning tutors. A schedule of tutoring and intensive support during and after school (including

Saturdays) will be implemented. See also ELA#2 and EDY#2.

By November 2013 we will have given two benchmark assessments and reviewed the student outcomes together in

department meetings.

By December, 2013 we will have agreed upon grade level rubrics ad have administered and reviewed data from common assessments. have identified writing exemplars from high performing schools.

By February, 2014 we will review the progress and outcomes of the first semester and hold the Semester 2 academic collaboration to review and revise

the common assessments. We will have identified grade level writing rubrics and plan activities for calibration. We will examine the data to guide instructional practice We will have compared the exemplars from high performing schools to our own student work and incorporate findings in

planning for 13-14.

By April, 2014 we will review the data from the common assessments and consider revisions for the next year



Program Specific for Student Use (001) paper for instruction, white boards

Parent (008)


Technology (001)

Library (006)

Annual Cost:



Teacher hourly or sub pay [X]

Annual Cost

Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card Cost

Annual Cost



IS [ ] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Department meetings [ ] [X]

creation of common assessments [ ] [ ] Biannual

half- day

collaboration

s

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Letters and phone calls to 10th grade students

receiving the Achieve Learning tutoring.

[ ] [ ] [X]

Annual Cost

Study trips to support the strategy:

Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost

Annual Cost


Grad


9 - 12 Achieve Learning tutors will be hired for tutoring

program implementation.

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Minutes from Department meetings [ ] [ ] [ ] [X]

Common assessments written by English

department, 6x per year

[X] [ ] [ ] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I

Additional Classified Staff

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement



All English teachers will have content and language objectives posted in student friendly language daily.

All English teachers will begin converting current lessons to common core to increase student comprehension and vocabulary

development.


All English teachers will complete SIOP professional development this year.

Two teachers (one ELA and one Social Science) are trained in implementation of common core. They will implement

introductory common core trainings with the full staff and follow up training in converting existing lesson plans to common

core lessons with ELA and Social Science teachers.



[X] EL [X] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of:

[ ] Comprehension [ ] Vocabulary [ ] Other:

[ ] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings

from the SPSA Monitoring form where available):



By September, 2013 we will have initial training in common core from Michele Lamons

By November, 2013 we will plan remaining common core professional development activities.

By December, 2013 we will have completed the first 4-hour common core lesson development training.

By February, 2014 we will have completed implementation of initial common core lessons and met to review results.

By we will

By we will



Program Specific for Student Use (001) paper for teacher curriculum guides.

Parent (008)

Professional Dev (024) books and materials as required for the PD

Technology (001)

Library (006)

Annual Cost:



subs to attend common core pd [X]

teacher collaboration to design & implement

strategies

[X]

Annual Cost



Annual Cost



Annual Cost


strategy: Frequency

Cost


Department meetings [ ] [X]

Peer coach/teacher meetings [ ] [ ] meetings

after

observations

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


9-12 Peer coaching support (B. Davis)

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Department meeting notes [ ] [ ] [ ] [X]

Peer coaching notes [ ] [X] [ ] [X]

Benchmark assessment results [X] [X] [ ] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Math #1


Use of formative assessments to direct teaching and reteaching, used on a daily basis. Math teachers

Use of common assessments and Item Analysis in Edusoft to monitor progress and inform reteaching.

All Math teachers will post daily Content and Language Objectives.


Response techniques and strategies, such as individual white boards are used to engage all students and to inform teacher

instruction immediately. Students are asked to respond using a variety of these tools. White boards may be used individually

or in groups. All math teachers will administer the common assessments quarterly and discuss the resulting data at subject

specific content area meetings and department meetings directly after the administration of the assessments.

All math teachers will use an opening activity to check understanding and retention of the prior day's lesson.

All math teachers will use an exit slip to assess student understanding of the current lesson.



[X] EL [X] Special Ed. [ ] Other:

This strategy will address the content cluster area(s) of:

[ ] Algebra & Functions [ ] Measurement & Geometry [ ] Statistics, Data, Probability

[X] Other: Algebra II

[X] We have used this strategy for two year(s) and plan to continue the strategy this year because data shows (include findings


most of the continuing math teachers have made use of these strategies; however, as we have new teachers this year,

we will need to continue to full implementation, with the focus on regular formative assessment. The common

assessments were developed over the past two years; the process and discusions have not yet been institutionalized.



By September we will

have re-introduced the formative assessment strategies to the entire department

have developed a common assessment calendar with meeting dates for data analysis.

By November we will

discuss the implementation of these strategies in the classrooms

share materials and ideas for same in a collaboration meeting

and discuss the results of the first common assessment data and implications for reteaching. There will be a particular focus

on item analysis to inform both teaching and reteaching.

By December we will have met in collaboration, reviewed the common assessments and the protocol for the examination of

the data

By January we will

arrange peer observations of specific response techniques

continue to examine data from common assesments

By March we will compare the student outcomes of these techniques through data analysis protocol, continue to administer

the common assessments.

By May we will Analyze results of student assessment data and revise action plan for the following year.



Program Specific for Student Use (001) white boards and pens, notebooks

Parent (008)


Technology (001)

Library (006)

Annual Cost:



subs for collaboration (2 days x 10 teachers) [X]

Annual Cost



Annual Cost



Annual Cost


strategy: Frequency

Cost


Teachers will collaborate twice per year, once in

the fall and once in the spring, to review the

department status as a whole in terms of instant

feedback and reteaching.

[ ] [ ] fall and

spring

Teachers will discuss the results of at department

meetings

[ ] [X]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

teacher reports on strategies and level of

involvement

[ ] [ ] [ ] [X]

common assessment data and analysis [X] [ ] [ ] [ ]

collaboration meeting notes [ ] [ ] [ ] [X]

Notes from Peer-coaching [ ] [ ] [ ] [X]

Math #1

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Math #2


A sub teacher will identify students for the tutorial support and monitor progress/keep progress charts.

For identified 10th grade students Achieve Learning tutors will be provided to support census CAHSEE.


10th grade students will be identified based on CST scores for intensive tutoring once weekly during the school day.

A sub teacher will identify students for the tutorial support and monitor progress/keep progress charts.



[X] EL [X] Special Ed. [ ] Other:

This strategy will address the content cluster area(s) of:

[ ] Algebra & Functions [ ] Measurement & Geometry [ ] Statistics, Data, Probability

[ ] Other:



[X] This is a new strategy this year.


By September we will Identify the number of students who will receive the tutorial support, contract with Achieve Learning,

and identify the sub teacher who will provide the data support.

By October we will

Develop the calendar for CAHSEE and CST support.

Identify the 10th grade students for tutoring.

Begin the 10th grade intervention.

By November we will

Continue the tutoring once weekly for identified students.

By February we will

Have data from Achieve Learning regarding progress toward CAHSEE pass and proficiency.

Begin the CST intervention.

By May we will review the outcomes of the February census CAHSEE.

By we will



Program Specific for Student Use (001) materials to incorporate and implement the

strategies learnt in lessons in the classroom

Parent (008)

Professional Dev (024) SIOP training and Math training (provided by Ed

Services)

Technology (001)

Library (006)

Annual Cost:



release days for training - 12 days [X]

release or extra time for collaboration [X]

Annual Cost



Annual Cost



Peer Coaching

protocol

(see RLA #2)

Bonnie Davis [ ] [X] [ ]

Annual Cost


strategy: Frequency

Cost


Monthly department meetings; review of common

unit asessments

[ ] [X]

Collaboration meetings [ ] [ ] twice per

year

Individual per meetings [ ] [ ] after

observations

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Parents of identified 10th grade students will be

notified of the Achieve Learning intervention for

the census CAHSEE.

[ ] [ ] [X]

Annual Cost



Annual Cost


Grad


10 Achieve Learning and Resource Center

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

notes from peer coachings, sign ins, agendas [ ] [ ] [ ] [X]

Benchmark data [X] [ ] [ ] [ ]

Results from common assessments [X] [ ] [X] [ ]

Math #2

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Science


Common assessments in science classes to be given once quarterly and reviewed at department meetings and collaborations.

Students who need additional support will be able to attend after-school and lunch support by Science teachers.

Teachers will identify and prioritize instructional strategies using student outcomes.

All science teachers will post daily Content and Language Objectives and give a daily formative assessment to ascertain

student acquisition of the written objectives.


The science department will administer its own common assessments, to be given regularly and evaluated by the department

for reteaching and key challenges in student understanding and learning. They will all follow their pacing guide in order to

hold these discussions at department meetings.

Each teacher will provide support to students at least twice per week.

Science teachers will continue to receive professional development in SIOP strategies and to monitor the progress of students.

[X] We have used this strategy for one year(s) and plan to continue the strategy this year because data shows (include findings


As these assessments have just been developed, we need another year to continue to review both the assessments and

the data from them.



By September, 2013 we will Establish a schedule for department collaboration to update pacing guides and common

assessments.

By October, 2013 we will

Complete the science pacing guides and at least one common assessments.

Review SIOP Coach Observational Data regarding use of Content and Language Objectives.

By November, 2013 we will

Review pacing guides to determine if further adjustment is necessary.

Complete writing of first common assessment.

By December, 2013 we will

Administer first common assessment.

Meet to review student outcomes on the first common assessment.

By January, 2014 we will


Complete writing of second common assessment.

By May 2014 we will

Have completed three cycles of common assessment writing, administration, and data review.

All teachers will have completed SIOP training and be working with the SIOP coach.

All teachers will be proficient in writing and use of Content and Language Objectives.



Program Specific for Student Use (001) lab journals

Chemistry & Biology relevant videos

white boards

Parent (008)


Technology (001) computer access to virtual labs at textbook websites

Library (006)

Annual Cost:



Subs for collaboration 2 days [X]

Annual Cost



Annual Cost



Annual Cost


strategy: Frequency

Cost


Departmental meetings [ ] [X]

Collaboration meetings [ ] [ ] biannual

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


9-12 Assistance with data analysis & collaboration lead

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

results of common assessments [X] [ ] [ ] [ ]

minutes of department meetings [ ] [ ] [ ] [X]

minutes of collaborations [ ] [ ] [ ] [X]

Science

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement



The Social Science Department will develop both a pacing guide and common assessments. The common asessments will be

given at least three times per year.

The Social Science Department will adopt grade level rubrics for informative, narrative, and argumentative writing. Through

extensive professional development with Bonnie Davis (see also EDY#2), all Social Science Department members will gain

competency in culturally relevant, and engaging common core writing lessons and strategies. Teachers will explore the use of

multiple forms of information text, close reading of informational text, and calibration of common writing assessments.


The Social Science Department will administer their common assessments and then be able to analyze this data in order to

inform instruction.



Partial implementation. Now that we have developed the common assessments in US History; we will continue on the

other courses. We have completed a pacing guide for World History; the other courses need to be developed so that

we can implement this strategy across all courses. The focus on argumentative writing is new as well as the use of

writing rubrics. Common Core lesson is also new to the Social Science Department.




Establish a schedule for department collaboration to update pacing guides and common assessments.

Plan the professional development time with Bonnie Davis.

By November we will

Complete the social science standards based pacing guides and at least two common assessments.

Administer first common assessment.

Have met twice with Bonnie Davis with the outcome of rubrics and initial writing assignments developed:

• Narrative - personal culture - grade 9 • Narrative - imperialism and immigration - grade 10 • Narrative - progressive era - grade 11

By December we will


Review the data from the first common assessment and note areas of instructional improvement.

Explore the possibility of collaboration with the Writer Coach Connection program.

Determine agenda for two to three more days of work with Bonnie Davis.

By January we will

Continue to develop both pacing guides and common assessments.

Create assessment (World & US) with argumentative rubric.

By February we will

administer the second common assessment

and review the resultant data

By April we will

administer the third common assessment - informative.

and

review the resultant data for the year



Program Specific for Student Use (001) white boards and pens

Parent (008)

Professional Dev (024) Subs for teacher release time. PD with Bonnie

Davis.

Technology (001)

Library (006)

Annual Cost:



Assistance with data analysis & collaboration lead [X]

release time for collaboration [X]

Annual Cost



Annual Cost



CRP Writing

Strategies

Bonnie Davis [ ] [X] [ ]

Annual Cost


strategy: Frequency

Cost


department meetings [ ] [X]

Collaboration of all Social Science teachers twice

per year

[ ] [ ] twice per

year (fall

and spring)

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

pacing guides [ ] [ ] [ ] [X]

common assessments [X] [ ] [ ] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Educationally Disadvantaged Youth (EDY) #1

(Socio-Economically Disadvantaged - SED)


Response to Intervention (RTI) - Learning Center


RTI is a three-tiered model of intervention that does not wait for students to fail. It is a multi-step approach to providing services to

struggling students who have not been identified as individuals with special needs. Students are assessed early and frequently to

ensure that the researched based programs of intervention that are being used are appropriate. Student achievement and progress are

measured through continuous progressed monitoring and data collection.

Our specific program is set up as follows:

Within the Collaborative Inclusion model core general education teachers are teamed with special education teacher to team

teach the core. General education students and special education students who are struggling receive intensive services during

the core academic period by either the general or special education teacher. The special education teacher teams for two

periods with a general education core teacher, has one period for collaboration with general education teachers and to

monitor special education students, and has one tutorial period to work intensively with special and general education

students who need more intensive services. Any student who is not on a diploma track (as specified in the IEP) will remain in a

Special Education class. All others are included in the general population.

Core teachers are provided the opportunity to improve their lesson planning and delivery to improve access for students

performing below Proficient. Bonnie Davis provides training and coaching in proven strategies and methods to improve

student comprehension in the core courses.

Additionally, identified students who are having difficulty accessing grade level standards and the core curriculum will be

receiving push-in tutoring during classes, and after-school tutoring to provide them academic support.

[X] We have used this strategy for 5 year(s) and plan to continue the strategy this year because data shows (include findings


Special Education teachers, in general, report that their students, particularly, the Resource students, are responding

well to inclusion. A review of quarterly grades indicate that several of them are producing excellent work. This year

we will include NSH students as well.



By August, we will

The AP over Master Schedule will inform teachers of their teams and determine and calendar the collaboration time.

The Case Managers and AP will analyze CST data and identify students who may need additional academic support.

By September, we will

Teacher teams will meet with the AP over Special Education to discuss implementation specifics of the collaboration model

and reinforce the team-teaching model.

By October, we will

meet as collaborative teams to discuss general student progress as well as individual needs

Schedule tutors during the school day and afterschool to support students.

By November, we will meet as collaborative teams to review quarter 1 student grade data.

By February, we will meet as collaborative teams to review quarter 2 and semester 1 grade data.

By April, we will

meet as collaborative teams to review quarter 3 grade data and

make suggestions for the 13-14 school year.



Program Specific for Student Use (001) For books and building a professional library of

support materials to sustain our program. We want

to buy materials that will benefit all students,

through improved access to curriculum.

LCFF--- 25531

Parent (008)


Technology (001)

Library (006) Materials to support our targeted students. There

will be leveled reading materials and supplementary

materials for students

LCFF--- $1,500

Annual Cost: 27,031



Extra monies for professional development and

collaboration

[X] LCFF--- 11270

Substitute Release days for academic conferencing [X] LCFF--- 3,400

Annual Cost 14,670



Annual Cost



Conferences for

Academic support

[ ] [ ] [X] LCFF--- 3000

Annual Cost 3,000


strategy: Frequency

Cost


RSP teachers meet in teams (with the reg ed

teacher) on weekly or monthly basis for 30

minutes to discuss collaboration

[X] [X]

Department meetings review the progress of the

collaborative model

[ ] [X]

Advocacy Curriculum [ ] [ ] 40 hours

over the

course of the

school year

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

IEP Meetings [X] [ ] [X]

Annual Cost



9 - 12 Trips to college campuses reports, plans to meet college entry

requirements, target audience essay

writing for identified struggling

students

LCFF--- 5,000

Annual Cost 5,000


Grad


9 - 12 Achieve Learning and Resources Center, Inc. (ALRC) LCFF--- 20000

Annual Cost 20,000



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

number of collaborative teams and classes [ ] [ ] [ ] [X]

number of SPED students served [ ] [ ] [ ] [X]

IEP progress reports [ ] [ ] [ ] [X]

Quarterly grades [X] [ ] [ ] [ ]

student participation in tutoring [ ] [ ] [ ] [X]

student participation in class (assignments

attempted and completed)

[X] [X] [X] [ ]



Summary of Costs

Materials



LCFF--- 27,031




LCFF--- 14,670


Total Expenditures:


Title I




LCFF--- 3,000


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips



LCFF--- 5,000




LCFF--- 20,000

Student Achievement

English Learners (EL) #1


Students will be supported through a parent liaison/community outreach worker, targeted tutoring, use of technology, and

enrichment study trips.


ELD and SDAIE teachers will

• Will regularly review student data to monitor progress and will design individualized academic learning plans to facilitate

student success. • Conduct tutoring sessions in the four major academic areas for EL students to assist them with their homework and

assignments. This will include teachers who will support students in the classrooms and after school. • Utilize community resources to enrich ELD instruction through study trips including museums, performances, historical

landmarks, and colleges and universities. Teachers will ensure that, as part of the ILPs, students engage in study trips

appropriate to their goals. • Instructional technology will serve as a tool to engage students in their classes. Teachers will be trained on the

implementation of technology and writing strategies and SDAIE best practices. • The parent liasion (Community Outreach Worker) will communicate regularly with parents, alert the parents as to

individual student's progress, tutor the student as needed and appropraite, and hold regular monthly parent meetings. In

12-13 the use of mailings and phone calls will be increased.

[X] We have used this strategy for five year(s) and plan to continue the strategy this year because data shows (include findings


The support provided by the community outreach worker has greatly increased our ability to communicate with

parents and motivate students. The EL classes also reported a high level of student engagement in the goal-setting

(ILP) process. Our AMAO II increased by 32% in 2012-13, so we will continue with the current strategies and

instructional plan. The students who are not progressing will be assigned to tutoring, and there will be a focus on

reinforcing the skills required to pass the CAHSEE ELA. We will provide tutoring to increase the number of students

reclassified by supporting our ELLs in achieving the criteria to exit the EL program.



By September/October we will

begin the EL Individual Learning Plan process in the classrooms and distribute the schedule of parent and ELAC meetings

at the walkthrough.

we will also schedule field trips for El students.

By November 2013 we will

identify students in need of tutorial support and assign to tutoring.

Collaborate and design more engaging and interactive lessons.

By December we will

review the ILP form and review the results from the college fair and address any issues in the SDAIE classrooms

By January 2014 we will

look at sample ILPs to note student progress and survey the students as to the quality of their classroom support

• present student awards for academic achievement for the first semester and monitor the results of the tutorial support as determined by quarter 1 and 2 grades.

By March 2014 we will

review all processes, including the tutorial support, SDAIE support, and the ILPs;

• review student placement writing samples and target students who have not progressed a full level and begin

intervention tutorials.

By May 2014 we will redesign forms as necessary and schedule meetings for the following year. Study data to measure the

effectiveness of the various components of our strategies and determine which strategies to continue for next year, whether

we need any modifications or adjustments.



Program Specific for Student Use (001) classroom materials and supplies, extra paper,

classroom novels & books, supplies for student

projects, student assessment materials. realia,

pictures, tools to access content, ballot box,

magazine and book holders for EL libraries in ELD

and SDAIE classrooms, specialized paper -

cardstock and also oversized - for student projects

Parent (008) Color coded paper for sending home information

and announcements, Translation of documents sent

home to parents.


Technology (001) technology materials and supplies (bulbs, ink, etc.),

computers, printers, document cameras, projectors,

and supporting technology, replacement computer

materials.

Library (006)

Annual Cost:



substitute teachers (9 days) [X]

Annual Cost



School Community Worker .8 [ ] LCFF--- 1500

Annual Cost 1,500



SIOP training District SIOP

Coaches, SIOP

trainers

[X] [ ] [ ]

WRITE Unit

Training

District staff [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Department meetings, including all SDAIE

teachers

[ ] [X]

Collaboration to plan ELD lessons [ ] [X]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

monthly parent meetings [ ] [X] [X]

CABE [ ] [X] [X]

Annual Cost



9 -12 Visits to colleges, museums,

performances, exhibitions,

landmarks, and other events

support understanding of personal

and academic goals, and provide

context for academic content.

Annual Cost


Grad


9 - 12 Achieve Learning tutoring for Els in math & English to

facilitate an increase in CST and CAHSEE scores.

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Sample student ILPs [ ] [ ] [ ] [X]

Data on EL level changes [X] [ ] [ ] [ ]

Student and parent surveys [ ] [ ] [ ] [X]

Student performance on formative assessments in

core subjects

[X] [X] [X] [ ]


Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I




LCFF--- 1,500


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Achievement

Extended Learning #1

(Before/After/Saturday School)


Offer a Homework Club to struggling students


One and one-half hour tutoring sessions will be offered in the library for targeted students. This service will also address any

EDY student who is struggling in his/her classes. We will have regular ed teachers there two times per week, beginning in

October, offer individual instruction, with an emphasis on science and math. Parents will be individually notified of these

services as well.

[X] We have used this strategy for three year(s) and plan to continue the strategy this year because data shows (include findings


The Homework Club has been in existence for two years, with varying degrees of success. We will continue to

advertise it more broadly next year.



By October we will

announce the sessions

and

recruit teachers to staff them

and

notify the parents of this service

By November we will review the attendance at the Homewrk Club

By December we will contiue to recruit students for the second semester

By April we will meet to discuss ways in which these services could be imnproved the following year.

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

parents will be notified about the after-school

service

[X] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Attendance records [ ] [ ] [ ] [X]

Grades of randomly-selected students from teh

targeted group

[ ] [X] [ ] [ ]

Extended Learning #1

(Before/After/Saturday School)

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Student Programs

Attendance

Program to be used during the 2013 - 2014 school year:

Reduce Schoolwide Truancy and Tardies

Description of the above Program:

• Regular monitoring of chronic absentees by the attendance clerk; letters mailed home • Connect Ed auto dialing for students identified as cutting • No hall passes, with intermittent hall sweeps by site supervisors every period • Daily Assistant Principal detentions for students caught in the halls or off campus during class time • Local police sweeps of area surrounding the school • District Office scheduled truancy sweeps in the area surrounding the school • Training for employees and parents on use of the parent-student portal in Powerschool as access is implemented • The names of students who have perfect monthly attendance and/or perfect attendance during STAR testing will be

entered into a drawing for significant prizes.

[X] We have used this Program for 3 year(s) and plan to continue the Program this year because data shows (include findings


Attendance has been above 95% continuously for three years and continues to rise.

[ ] This is a new Program this year.

Action steps to implement the Program:

By Quarter 1 we will Hold the first parent/student meeting (SARB) for chronic truants.

By Quarter 2 we will Hold second parent/student meeting (SARB) for chronic truants.

By Quarter 3 we will Hold third parent/student meeting (SARB) for chronic truants.

By Quarter 4 we will Recognize students with perfect attendance.

By we will

By we will




Parent (008)


Technology (001) powerschool, internet access, Connect-Ed

Library (006)

Annual Cost:



Annual Cost



Annual Cost



Use of Powerschool

in communicating

with parents &

students

Administrators [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Parent training on use of Powerschool's

parent/student portal

[X] [ ] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

powerschool attendance reports [ ] [ ] [ ] [X]

Attendance

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Student Programs

Health and Safety

Programs to be used during the 2013 - 2014 school year:

Program Activity

Tobacco Use Prevention Education (TUPE) Youth Educators Program: PVHS students will be trained as peer youth

educators.

Safe and Drug-Free Schools (SDFS) Gang Intervention

Conflict Mediation CSOs and APs who are trained in Conflict Mediation will conduct mediation to

prevent conflict and resolve conflict where it occurs.

Other: Two School Resource Officers from

Pinole Police Department in place • No hall passes / daily detentions monitored by Assistant Principals and Site

Supervisors • Student Health Center with outreach counseling • Parent Volunteer Program

Other: • School Safety and Code of Conduct Meeting at Walk Through Registration • The SRO’s will complement administrative discipline and site supervisory

staff; their goal is to decrease and deter crime as defined by the penal or

civil code. • The data from 05-06 demonstrated that most crime was occurring during

class time; there fore a no hall pass policy was implemented in 06-07 and is

currently in place and on-going. • The Student Health Center houses outreach counselors from county, city

and private agencies to support student social and mental health. The

Student Center is staffed by a full time clerk who will coordinate and

implement programs and services for students. • Parent Volunteers will be trained in the areas of supervision and office

duties. Restorative Justice will be implemented in the 13-14 school year.

[X] We have used this Program for 5 year(s) and plan to continue the Program this year because data shows (include findings


Suspension and expulsion rates consistently dropping. Attendance consistently improving.



By Sept 2013 we will See School Climate Sections.

By Dec. 2013 we will

By May 2014 we will

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



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strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Parent volunteers [ ] [X] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

suspension/expulsion data [ ] [ ] [ ] [X]

health center surveys [ ] [ ] [X] [ ]

Health and Safety

Summary of Costs

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Student Programs

School Climate #1


Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality in

referrals and suspensions and increase the positive engagement of all students.

Most teachers (with the exception of those new to the staff) have been trained in culturally responsive pedagogy by Bonnie

Davis. All teachers additionally have copies of her first and second books, "How to Teach Children Who Don't Look Like

You." One example of best practice is demonstrated at every staff meeting. All teachers have agreed upon using the following

strategies in class: 1) movement, 2) positive recognition or check-in daily, 3) student to student discussions (pair share or

group discussion).


• Culturally Responsive engagement strategies will be used by all staff

• Schoolwide Culturally Responsive ways of managing behavior and discipline will be implemented consistently across

the school

• Situational appropriateness as it relates to both social and academic behavior will be consistently taught at all grade

levels.

• Culturally Responsive engagement strategies will be used by all staff. • Monthly review and sharing of Best practices in classroom management and CRLP will continue in department and staff

meetings. • Bonnie Davis or similar trainer will present equity training. Continue to promote the Health Center as a resource for all students.

[ ] We have used this Program for 3 year(s) and plan to continue the Program this year because data shows (include findings





continue the practice of expanding use of CRP in every classroom

distribute and begin reading Bonnie Davis, "How to Teach Children Who Don't Look Like You" at the August PD.

By November, we will develop and begin implementing strategies and reflections on the readings in B. Davis, "how to"

during staff meetings.

By February, we will

review the impact via class observation and referral data and make any necessary corrections via the SSC.

By March, we will

plann implementation of Restorative Justice for implementation in the 13-14 school year as directed by the district office.

review Advocacy program and adjustments that may be warrented for the 13-14 school year.

By April, we will

By May, we will Evaluate the effectiveness of our strategies for the year (based on our data compared with our goals) and

determine what strategies we want to continue or modify for the following school term.




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Subs for teacher release [X]

Collaboration time, teachers (70 teachers x 8

months)

[X]

Annual Cost



Annual Cost



Anti-defamation

League

[ ] [X] [ ]

Safe School

Ambassadors

Program trainers [ ] [X] [ ]

School Connect Teacher materials [X] [ ] [ ]

AVID strategies Assitant Principal [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Monthly Safe School Ambassador meetings [ ] [X]

Curirculum planning for Student Advocacy [ ] [X]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Parents will be involved with the Site Council [X] [X] [X]

ELAC [X] [X] [X]

Annual Cost



9-12 Bus trip to two forensics'

tournaments

debate performances

9-12 Bus trips to college visits college going culture

Annual Cost


Grad


9-12 Safe School Ambassadors training to empower leaders

from the diverse groups and cliques on campus and equip

them with nonviolent communication and intervention

skills to stop bullying and violence among their peers.

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

SSC minutes [ ] [ ] [ ] [X]

WASC report and action plan [ ] [ ] [ ] [X]

Student and staff surveys [ ] [ ] [ ] [X]

Debate awards [ ] [X] [ ] [ ]

walkthrough observations for 9th grade house

implementation

[ ] [ ] [ ] [X]

School Climate #1

Summary of Costs

Materials

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ACTION PLAN

OPTIONAL SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement

Physical Education


Embed concept of fitness into all physical education curricula on a daily basis.


Teachers will collaborate to implement the California Standards and Framework for Physical Education. Absent a core text

for this curriculum, PE teachers will develop a pacing guide to address progressive attainment of student fitness goals.



many of the students did not pass this test. We need to reinforce the concept of fitness in more ways throughout the

year. We will also reinforce the concept of endurance, as our ninth grade fitness tests continue to reflect this need.

Teachers will conduct a pre fitness test and discuss the results with the students. Students will set reasonable fitness

goals for the year and monitor, graph, and write about their progress.



By September we will review with students the fitness concepts of cardiovascular endurance, dynamic strength, static

strength, and flexibility.

By October we will have begun implementation of 2 days per week progressive cardiovascular endurance program and body

strengthening program for 9th grade students.

By December we will

have given a fitness pre test. Results will be used for individual goal setting.

Identify students who did not pass 5 of the 6 9th grade fitness tests yet and develop an improvement plan for them.

By April we will give the Ca. Fitness Tests to 9th grade and upper class students who did not yet pass.

By May we will know who passed 5 of the 6 fitness tests and compare data to 2012.

By we will




Parent (008)


Technology (001)

Library (006)

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Annual Cost



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Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Spring Fitness tests [X] [ ] [X] [ ]

Physical Education

Summary of Costs

Materials

Total Expenditures:


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Student Achievement



Art classes will utilize a portfolio process to document exemplary work by each student. The portfolio work will be selected

quarterly and will reflect the artistic growth of each student. Rubrics will accompany each selected piece.

Performing arts will use scored performances as their form of assessement. Performing Arts will also empower the students to

make their own selections in dramatic presentations.


The art classes in particular draw many students who have not achieved to their academic capacity and thus affords a

supportive way in which to intervene both artistically and academically. Art provides a vehicle for intervention in language

arts as well as art. Student confidence increases, thus improving their efforts at other areas.

In this strategy, students use a rubric to score their own and their peers' work. They then collect their best pieces quarterly to

include in an individual portfolio. Scafolded instruction in conventional and digital photography, paiting,drawing, ceramics,

masks, relief sculpture, and printmaling techniques will be employed to learn the elements and principles of art and design as

they pertain to 2-dimensional and 3-dimensional art. The five visual arts' standards will drive the instructional arts' program.

Students will get hands-on scaffolded learning experiences creating various art works.

The portfolio process is a very powerful one for students. It allows them to see that they are making progress over time. It also

encourages them to score the work and thus to develop a sense of self-reflection as they complete their pieces. While this

process has been used with the advanced classes, It is the goal this year that all students will be able to review their portfolios.

Students who are enrolled in drama classes are often underperforming; this strategy of engagement will enhance their

academic performance.



The art class was the highest-scoring , non-advanced class in academic language, based on the school-wide assessment

given to all students in their second period class.

The portfolio process received very positive feedback from both the students and the teachers. This year we will

expand it to include all students.

The work has been exhibited at both the Health Center on campus as well as in the Richmond Art Center Show (44th

annual WCCUSD). It has also included several digital portfolios this year, which prepares students for entering the

art world.

many student participate in formal dance productions throughout the year.



By September we will meet with students to discuss portfolios, and rubrics and will begin the first selection of the dramatic

presentation.

By November we will teach students to use the elements of line, shape, and form in various drawing techniques. Students will

learn to use the elements of texture and composition in various art works and to score these works. In photography, students

will learn basic darkroom techniques and principles of photography; prepare for the first dance performance and make the

second selection for a dramatic presentation.

By December we will meet with students to review portfolio challenges and succeses; we will calibrate quality and quantity

based on common agreed-upon criteria as a department.

By January we will

teach students to use the element of values in both black and white and color art works.

prepare for the second dance performance and the students will select their last dramatic performance

By May we will have students present their paper and digital portfolios to each other as part of standard 4.0, Aesthetic

Valuing. Prepare for the third dance performance.

By June we will again review the portfolio process to plan for the folowing year.



Program Specific for Student Use (001) specific VAPA materials and supplies -- special

papers, pigments, raw materials for props, etc.

Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


9-12 Guest performers for dance classes

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

examples of peer and student scored portfolios [X] [X] [ ] [ ]


Summary of Costs

Materials

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Student Achievement



Culturally Responsive Pedagogy


Daily use of culturally responsive practices both inside and outside the classroom.


All staff will support high achievement by all students and close the achievement gap between student subgroups by:

incorporating culturally responsive pedagogy into teaching and learning across the school

effectively using the Equity Walkthrough Protocol to identify areas of focus, and

using culturally responsive approaches with students and other stakeholders

The specific strategy components are as follows:

During the 2013-2014 school term, there will be three Equity Walkthroughs. The major items that will be addressed and

monitored by the Equity Team are:

1. Incorporating a variety of effective culturally responsive strategies in all classes to support student access to advanced

curriculum.

2. Increasing the rigor component of instruction through various learning modalities-auditory, visual, and kinesthetic,

utilizing various questioning strategies,

3. incorporating effective feedback and engagement response strategies, including the use of technology.

Teachers will be provided professional development to increase teacher understanding and use of CRP strategies, specific

professional development in culturally relevant writing strategies by Bonnie Davis will be given to all Social Science teachers.

The Social Science Department will agree to common writing rubrics and common writing assignments in the 2013-2014

school year, and all teachers will have the opportunity to attend available AP training.

EDY students will be exposed to college information both directly and indirectly.

Forensics teams will attend tournaments. These teams are largely comprised of underserved youth and represent our EDY

population.

Support all students in a college-going culture with implementation of Student Advocacy and continuing the PVHS Annual

College Fair.

Provide CAHSEE tutoring in both math and English to targeted students to improve CAHSEE proficiency rates.

Establish a Wellness Book Club through our on-site Student Health Services Center to encourage wide reading through the

use of Kindles and Nooks loaded with books that encourage health, wellness, and address the everyday struggles that students

face, and also stories of resilience and triumph. Identified students will be encouraged to join the Book Club and be permitted

to borrow the e-readers as an incentive, and they will be encouraged to attend Book Club Friday meetings to sustain the

efforts.

[X] We have used this strategy for two year(s) and plan to continue the strategy this year because data shows (include findings


Parts of this strategy were used last year: the walkthrough protocol, some feedback response strategies, debate teams,

and the development of the college-going culture. Other parts are new this year: tutorial support for the EDY

Advanced students, the increase in response strategies.

The number of African-American and Latino students enrolled in AP courses is not proportional to the school

demographics. We will continue to support AP training for these teachers in order to provide more strategies that

allow all students access to the curriculum, while providing them with rigor.

We will have a facilitator (Bonnie Davis) ensure that all teachers have access to best equity practices. We will also

have materials for teachers in teaching to diversity.

We will also ensure that all SED students in need of academic support to achieve proficiency on the CAHSEE are

offered small group instruction during the day by Achieve Learning.



By October 31 we will

complete the first site level equity walk through, and complete the administrative walkthrough.

We will also begin Student Advocacy (see also EDY #3), form Forensics' teams, and set up regular meetings and trainings.

We will hold a college fair and plan to take the first group of students to a college campus.

We will also schedule both Achieve Learning and all target SED students for math and ELA pull-out once per week per

subject.

Teachers/departments will meet and create an action plan to support 10th grade RLA and Math Endurance, Vocabulary,

and Writing strategies to assist students in passing CAHSEE at Proficient or higher rate.

By October 8 we will

begin CAHSEE pull-out tutoring

complete the first Bonnie Davis training with the Social Science Department (writing)

By December 6 we will

complete the joint district and site equity walk through.

support teachers in CAHSEE prep for 10th graders

order supplies and equipment to support the college-going culture

have trained Social Science Department in culturally responsive writing strategies (second Bonnie Davis training)

get student and teacher feedback on Student Advocacy (see also EDY #3)

By February 19 we will

complete the second site equity walk through.

continue to monitor the implementation of the selected culturally responsive instructional strategies

By April we will

take the second group of students to a college.

By May we will monitor student participation in the Book Club to see if it effective in providing an incentive for reading.

By June we will use the data listed below to evaluate the effectiveness of the various components of the strategies for EDY#2

and make modifications to improve results.

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will



Program Specific for Student Use (001) paper for student Advocacy curriculum;

Parent (008)

Professional Dev (024) PD books for Teaching and Learning

Technology (001) Nooks, Laptops, Digital Projectors, Document

Cameras

Library (006)

Annual Cost:



release time for PD [X]

teacher hours to support intervention program [X]

substitute teachers for field trips [X]

Annual Cost



Annual Cost



Equity

(see RLA#2)

Bonnie Davis,

Pam Noli

[ ] [X] [ ]

Equity Staff [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


teacher collaboration 2 half-days at beginning of

year

[ ] [ ] 2 half days

before

beginning of

school

Advocacy Team collaboration to maintain a

responsive delivery and student engagement

[ ] [X]

Annual Cost

Parent involvement activities to support the strategy Focus Cost

Activity Academics

Community

Building

Communicati

ons

Accompany students on college visits [X] [X] [X]

Meeting to communicate curriculum tested by the

CAHSEE

[X] [ ] [X]

Annual Cost



9-12 College visits: November and April written reflections

9-12 Forensics' tournaments (2) writtten reflections; performance

Annual Cost


Grad


9 - 12 Tutoring in math and English as a means to increasing

pass rate for CAHSEE: Achieve Learning.

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Equity walkthroughs (3 per year) with scored and

tallied rubrics

[ ] [ ] [ ] [X]

# of minority students enrolled in Advanced English

from beginning of year to end of year

[ ] [ ] [ ] [X]

Administrative walkthroughs [ ] [ ] [ ] [X]

CAHSEE data disaggregarted by subgroups &

overall proficiency numbers

[X] [ ] [ ] [ ]

attendance and assessment data of target students

for CAHSEE

[X] [ ] [ ] [X]

college enrollment statistics [ ] [ ] [ ] [X]

Book Club roster and sign-in forms [ ] [X] [X] [X]



Summary of Costs

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Student Achievement

Special Education


Collaboration Model, implemented on a daily basis.

Tutorial support classes with SPED teacher's case load students.


Special Education students are clustered and mainstreamed into the following college preparatory classes:

• Algebra I, • Geometry, • English • Social Science • Science

The focus this year is on all eligible NSH students (teacher-recommended) as well as all RSP stuidents. A regular education

teacher and a special education teacher work as a team. The special education teacher will work alongside his/her regular

education teammate in the above classes for one period or will move through several classes as needed. Special Education

teachers will also teach English and/or Math Support and Social Science/Science classes for the special education students who

have not been clustered in the above.

Each Special Education teacher will have a tutorial class so that s/he can work directly with the students on his/her case load.

All efforts will be made to ensure there is an equitable balance of special education students and regular education students in

the mainstreamed cluster classes.

[X] We have used this strategy for 4 year(s) and plan to continue the strategy this year because data shows (include findings


we are seeing a rise in test scores among the special education population. Both the general education and the Special

Education teachers report that the students are holding their own, with the support of the special education teacher.

This year, we will also assign tutorial sections to each Special Education teacher so that s/he can work directly with

their cases. This is a new aspect of the general strategy.

The receptiveness of the general education teacher is stronger with each year.



By August we will

have scheduled the special education teachers with their general ed counterparts

and

have scheduled the students appropriately in their tutorial classes

By September we will review the collaboration teams and make any adjustments needed.

By October we will

discuss the roles of the special education teacher and that of the aides who also support the mainstream classes.

have established a schedule for collaborative team meetings with the AP over Sped to review student assessment data.

By December we will review the challenges and successes of the current collaboration model

By May we will begin planning for the following school year in order to establish a clear ISP (Individual Support Plan) for all

SPED students who are on the diploma track and to establish a AAA track for those who are not.

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



Annual Cost



Annual Cost



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strategy: Frequency

Cost


SPED department meetings [ ] [X]

Informal SPED and gen ed teacher meetings [X] [ ]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

IEP meetings [X] [ ] [X]

Annual Cost



Annual Cost


Grad


Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

general ed teacher grades [ ] [X] [ ] [ ]

Collaboration teacher reports (minutes of SPED

meetings)

[ ] [ ] [ ] [X]

Special Education

Summary of Costs

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Student Achievement



Daily targeted instruction in academic vocabulary, following the ELD standards. ELD and SDAIE teachers will colllaborate to

share best practices regarding instructional strategies and to ensure that state standards are implemented to fidelity. ELD

and SDAIE teachers will incorporate SIOP strategies in lessons to increase student success. Daily Language and Content

Objectives will be posted daily for students. Identified students will be included in intensive Math and English CAHSEE and

CST intervention designed to promote passing at the proficient or above level.


Teachers will continue to receive training in scaffolding and instruction of academic vocabulary. Teachers will motivate

students through the use of the Smart Board, individual student response devices, and other creative response methods to

increase student engagement and to check for understanding. Teachers will meet weekly for collaboration and participate in

two all day collaboration meetings during the year. Achieve Learning tutors will pull out 10th grade students for intensive

Math and English support. The Achieve curriculum is aligned to the current lessons in Math and English.

[X] We have used this strategy for three year(s) and plan to continue the strategy this year because data shows (include findings


Partial implementation, data not yet quantified, but as we progress through this year, we will closely examine both,

our level of implementation and the impact of the strategy on student achievement. In 12-13:

• Teachers will review student data: CELDT, CST, CAHSEE, Writing Sample in Edusoft. • Teachers will monitor A-G course progress toward graduation. • Teachers will use written student reflections as formative data. • Teachers will use student and parent surveys as formative data to monitor EL program.




Review CAHSEE scores of 2012 - 13 and identify students for intervention. Calendar collaboration for designing SDAIE

lessons using SIOP.

By October intervention with Achieve Learning tutors will be implemented.

By November, we will

review progress on the implementation of the vocabulary as measured by student reflections.

Review quarter 1 grades.

By January, we will

review student data from textbook quizzes and from Smart Board assessment response.

review Quarter 2 grades.

By March, we will

share best practices in vocabulary instruction.

Review CAHSEE data for students included in the Achieve Learning intervention.

By April, we will continue to review student work and teacher practices.

By May, we will

review the data on placements as a school and by class

review the results of interventions and strategies this year and plan for 13-14.



Program Specific for Student Use (001) books for literature circles, Practice workbooks,

personal whiteboards for lesson response and

interaction; colored paper, highlighters, color

pencils, markers for designing interactive

instructional tools and student product.

Parent (008) color coded copy paper for announcements and

messages home - see EL 1


Technology (001)

Library (006)

Annual Cost:



Annual Cost



school community worker 0.80 [ ]

Annual Cost



tech training on

interactive devices

District [X] [ ] [ ]

Annual Cost


strategy: Frequency

Cost


Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


10 Achieve Learning (See EL #1)

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

text quizzes [ ] [X] [X] [ ]

placement results [X] [ ] [ ] [X]

common assessments [X] [ ] [ ] [ ]

Benchmarks [X] [ ] [ ] [ ]

Meeting notes [ ] [ ] [ ] [X]


Summary of Costs

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Student Programs

School Climate #2

Program to be used during the 2013 - 2014 school year:

Empower the students and staff to take a leadership role in reducing the amount of violence and conflict on campus.

Empowering students and staff to value all cultures, not just their own.

Maintaining high expectations for the academic success of all students including a focus on creating a school wide "college-

going culture."

Maintaining a school vision that promotes the success of all students

Incorporate daily strategies aligned to specific actions developed by the teachers

Monitor and support student progress in the beginning of high school

Description of the above Program:

The following program or frameworks will be implemented or continued in 12-13:

Character Counts

Forensics' club

The Student Health Center is open daily to provide individual counseling, group counseling, anger management and

intervention.

A Student Advocacy period once weekly

Regular staff meetings will address these issues on a monthly basis

Our specific strategy implementation includes:

• Culturally Responsive engagement strategies will be used by all staff. • Monthly review and sharing of Best practices in classroom management and CRLP will continue in department and staff

meetings. • Bonnie Davis or similar trainer will present equity training. Continue to promote the Health Center as a resource for all students.

[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings





Ensure that all teachers are aware of the chosen common strategies and know how to use them in instruction.

We will calendar teh three equity walkthroughs and faculty and staff debriefs to analyze effective strategies and determine

our own best practices.

By December we will Best practices in classroom management and culturally responsive pedagogy will continue to be

discussed and shared in department meetings and staff meetings

By Monthly we will Best practices in classroom management and culturally responsive pedagogy will continue to be

discussed and shared in deparrtment meetings and staff meetings.

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost:



180 Advocacy [X]

Annual Cost



Annual Cost



Annual Cost


strategy: Frequency

Cost


Collaborative Equity walk through data analysis [ ] [ ] three times a

year as

calendared

Analysis of effective strategies [ ] [X]

Annual Cost


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost



Annual Cost


Grad


9 - 12 B. Davis, 6 training days and follow-up coaching with

teachers by subject to improve student access to the core

curriculum

9 - 12 Pam Noli, 4 3-hr Saturday workshops for teachers for

interactive lesson design and delivery to improve student

access to the core curriculum

Annual Cost



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Discipline data per quarter. [ ] [ ] [ ] [X]

Quarterly report card grades [X] [X] [ ] [ ]

walkthrough data [ ] [ ] [ ] [X]

Feedback from B. Davis [ ] [ ] [ ] [X]

Feedback from teachers [ ] [ ] [ ] [X]

School Climate #2

Summary of Costs

Materials

Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips

Total Expenditures:


Title I


Total Expenditures:


Title I

Overall Budget Summary

Summary of Costs

Materials



LCFF--- 27,031




LCFF--- 14,670

TitleII 9,625




LCFF--- 1,500




LCFF--- 3,000


Total Expenditures:


Title I

Parent Involvement

Total Expenditures:


Title I

Study Trips



LCFF--- 5,000




LCFF--- 20,000

Other Coordinated Services

Total Expenditures:


Title I

Coordination of Services

Personnel

The staff included in the table below are the people who make it “all work together” to improve student achievement. These staff

members work to support the overall, comprehensive implementation of site-based programs. Resource teachers and instructional

assistants should be referenced in the strategy sections of the plan.

Other Coordination of Services Costs (materials, supplies)

The materials/supplies included in the table below are the items that make it “all work together” to increase student achievement.

These materials are not intended for use in specific instructional or safety/climate/attendance related programs. Instead, these materials

support the overall, comprehensive implementation of site-based programs. Instructional materials, professional development, and

study trips should be referenced in the strategy sections of the plan.

Item Rationale Funding Source/Amount

Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly

qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high

quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to

integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk

and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Parental Involvement: We recognize that parents/guardians need to be purposely involved in the education of their children.

Our school will develop systems and opportunities for parents/guardians to understand the grade level standards and assessments,

as well as participate in learning at home and decision-making activities. Many of our parental involvement activities are reflected

in our SPSA. The following represents our agreements:

o Our site provides parents with individual student performance information and assistance with interpretation of the state

assessment results through the following activities:

CST and CAHSEE results are mailed home and parents are invited to make appointments with counselors or

teachers to discuss results.

o Our site provides information and assistance to parents on how to understand academic content standards, assessments

and how to monitor academic progress through the following activities:

Assessment results and grades are mailed home and parents are invited to discuss results with counselors or

teachers.

Additionally, parents have the opportunity to meet with staff at Back to School Night and Open House.

o Parents have opportunities to attend meetings to discuss programs and decisions related to their child’s academic

performance as follows:

Counselors are available to make 1:1 appointments with parents/students.

o Students who have difficulty attaining proficiency are identified and provided with additional academic help.

o Parents have the opportunity to submit comments on the SPSA to the LEA if they do not find the plan to be satisfactory.

Pre School Transition –

Description of the above program:

The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten.

By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff,

and visit classrooms.

This transitional program

Promote continuity from preschool to kindergarten

Focus on family strengths and build collaborative relationships

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance

Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made

readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s

homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity

training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school

site councils.

Title I Schools Only:

Parent Involvement is supported through the development and maintenance of

1) school-level parent involvement policy - Revised on

2) parent-school compact - Revised on

Our site will hold an annual Title I meeting to

1) inform parents of school’s participation in Title I program,

2) explain the requirements of Title I, and

3) explain the rights of parents to be involved. For 2013 - 2014 this meeting is held on:

The information distributed at the annual Title I meeting will be made available to all parents through the following activities:

We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning,

review and improvement of Title I programs.

Centralized Direct Services

Educational Services provides the following centralized direct services:

• Assistance with registration materials for the families of potential English learners

• Assistance in administering annual and initial CELDT

• Primary language assessment for newly enrolled English learners (ELs)

• English learner data analysis and reports for schools

• English learner parent education opportunities

• Identifying translators and interpreters to meet school needs

• Professional development for teachers and administrators regarding English Language Development (ELD) and core

instructional methodologies appropriate for English learners

• Support for principals, teachers and paraprofessional staff for effective implementation of the EL programs and services at

the school

• Support for the local assessment system (e.g. benchmarks, placement, screening) for ELD and for bilingual programs.

• Graduate Tutors provided to support targeted Students.

• Additional FTEs for class size reduction for secondary ELD classes

• Key staff to provide academic support to students and parents to increase learning for ELs and students at risk

west contra costa unified school district pinole valley

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