west contra costa unified school district pinole valley ... · equity: implement fair, evenhanded...

2009 Single Plan for Student Achievement 1 of 77 1/15/2010

West Contra Costa Unified School District

Pinole Valley High School

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2009-10

Board Approval Date: January 6, 2010 Contact Person: Sue Kahn Principal: Sue Kahn Telephone Number: (510) 758-4664 Address:

2900 Pinole Valley Road Pinole, CA 94564

E-mail address: [email protected]


BOARD OF EDUCATION 2009-10

MADELINE KRONENBERG, President

ANTONIO MEDRANO, Clerk AUDREY MILES, Member

CHARLES RAMSEY, Member TONY THURMOND, 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 Action Plan for Improving Student Achievement (Academic)

Goals, Indicators, Data Analysis QEIA Checklist/Monitoring and APS (DeAnza, Kennedy, and Richmond - Only) System-wide Barriers

Student Achievement Strategies RLA #1 RLA #2 Math #1 Math #2 Science History/Social Science Physical Education Visual and Performing Arts Career and Technical Educationally Disadvantaged Youth Special Education Gifted and Talented Education (GATE) English Learners Extended Learning

Action Plan for Improving Student Achievement (Student Support)

Data Analysis

Student Support Programs Attendance Health and Safety School Climate

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

[X] English Learner Advisory Committee

[ ] Community Advisory Committee for Special Education Programs

[X] Gifted and Talented Education Program Advisory Committee

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: 09/30/09.

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

2009-10 school year, using the WCCUSD monitoring process.

Attested: Sue Kahn Typed name of school principal Signature of school principal Date

Tammy Campbell Typed name of SSC chairperson Signature of SSC chairperson Date


Assurances Regarding the School Safety Plan

The principal’s signature verifies that Pinole Valley High School has reviewed the school Safety Plan for 2009-10. 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. Sue Kahn Typed name of school principal Signature of school principal Date

Assurance Regarding the Library Plan

The principal’s signature verifies that Pinole Valley High School has reviewed the district Library Plan for 2009-10. Sue Kahn Typed name of school principal Signature of school principal Date

Assurance Regarding the Technology Plan

The principal’s signature verifies that Pinole Valley High School: [X] will develop a Technology Plan for 2009-10 [ ] has updated the Technology Plan for 2009-10 Sue Kahn Typed name of school principal Signature of school principal Date


West Contra Costa Unified School District

Pinole Valley High School 2009-10

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 Tammy Campbell June 2010 [X]

#2 Kathy Casares June 2010 [ ]

#3 TBA June 2011 [ ]

Student Members

#1 Irma Diaz June 2010 [ ]

#2 Topaz Bess June 2010 [ ]

#3 TBA [ ]

School/Other Members

Tchr #1 Pam Franciosa June 2011 [ ]

Tchr #2 Lawrence Williams June 2011 [ ]

Tchr #3 Leslie Williamson June 2011 [ ]

Tchr #4 Miesha Gash June 2011 [ ]

Other Terry Sinclair June 2011 [ ]

Principal Sue Kahn [ ]

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.


Executive Summary

Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2009-10 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. PVHS strives to implement fair, evenhanded school level policies and actions that ensure each student counts and all students can learn. While Pinole Valley High School strives to 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 goals apply to 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 2006 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 ROP Programs and Academy Programs wherein students are encouraged to demonstrate mastery of subject matter:

• Regional Occupations Programs (ROP) in Computer Science, Web Design, Introduction to Health Careers, Law and Justice, Yearbook and Advanced Photography.

• The Environmental Studies Academy provides over 100 students 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 a special designation on their diploma.• The Environmental Studies Academy provides over 100 students 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 a special designation on their diploma.

• The Conservatory of the Arts promotes and implements the after school enrichment program to support the Visual and Performing Arts Program at PVHS. Students who successfully complete the requirements of the Conservatory program earn a special designation on their diploma. The West County Conservatory of the Arts Board of Directors is composed of teachers, parents, students and the Principal; they raise funds throughout the year to support the after school program.

• A Career Academy in Law and Justice was developed in the 08-09 school year. The first full year of implementation for 10th grade students is 09-10.


The Health Academy began planning in 08-09 and implemented a 10th grade cohort in 09-10.

• 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).

• During the regular school day, AVID (Advancement Via Individual Determination) supports the average student in college-readiness; specialized classes to assist students with passing the High School Exit Exam are offered, and Collaborative Teaching with the Special Education "push in" model to support students meet the goals of the Individualized Education Plans is ongoing. During 08-09 teachers will be trained to implement Response to Intervention (RTI) with clusters of teachers.

• 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 Challenge Day.

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 Spring for incoming 9th grade parents and college financial aid seminars (sponsored by EGC, Ed Fund, UC Berkeley, Ames).

The first annual PVHS College Fair is planned for October 17. Over 30 colleges and trade schools will be present as well as information sessions on college planning and financial aid.

• PTSA: The PTSA has an active and visible presence in the school community as it sponsors student incentive programs (Club 100), fundraisers for students (dances) and support for teachers and staff (teacher supply auction, lunches, and refreshments).

• Focus Groups: In 08-09 the WASC Focus Groups will meet for 50 minutes monthly during collaboration time. The focus groups are composed of teachers, students, parents, community members, district office and school administration. They meet to analyze data and develop action plans using the WASC criteria in the areas of Instruction, Curriculum, Assessment, Safety and Culture, Leadership and Accountability(also the Instructional Leadership Team).

• School Site Council: The SSC meets every third Wednesday 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 professional development to teachers in the area of differentiated instruction and formative assessment. GATE students will be scheduled in clusters with teachers who have received professional development in the areas of Advanced Placement, differentiated instruction, and formative assessment.


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 School Culture and Safety Focus Group that meets once per month (less or more frequently based on need). That committee is headed by Tammy Campbell, parent, and is comprised of faculty, staff, students, parents, and community members.

• Two City of Pinole School Resource Officers are assigned to PVHS and work closely with the administration to ensure that campus safety policies are implemented; they along with three site supervisors and one student supervisor patrol the campus during the school day. Schedules of supervisory personnel are staggered so that the campus is covered from 7:00am until 4:00pm.

• 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 (and Maria Delgado, District Office) 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.

• Student programs such as Safe School Ambassadors, Peer Conflict Mediation and Character Counts are seen as an integral part of the student experience at PVHS as they assist students in exploring the role of and response to conflict in their lives. In 2008 staff will investigate the use of Challenge Day to assist with the transition of the incoming 9th grade students.

• Pinole Valley began work with the Anti-Defamation League in 2008-9 to train staff and students to support equity for all. Student leadership training will continue with the World of Difference ADL program in 09-10.

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. Annual school climate and culture surveys are conducted by the School Culture and Safety Focus Group. Stewardship: Continually strive to improve the effective and efficient use of financial and other resources. Stewardship is the wise use of resources and the attribute by which the district can build and maintain public trust. Key staff members will use the new BiTech system for purchase orders and financial management. The ELAC and SSC/SAC review the ELD budget. The SSC/SAC reviews the SCE, SLIB and Gate budgets. 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.

Program Name: Conservatory of the Arts Program Focus: A California Partnership Academy course of study including drama, music or dance classes during the

school day in addition to specialized courses after school. Students may earn a special designation on their diploma. Funding varies from year to year; The Conservatory is funded by donations and fundraising efforts of the parents and community as well as the new ongoing Arts funding.


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 learning experiences with a career focus in the field of Law and Justice. 09-10 is the first full year of implementation for this CPA.

Program Name: Health Academy Program Focus: The Health Academy is in its first year of implementation (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 Medicine 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.


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: Principal, Instructional Specialist.

Step 2 Gather input from (check all that apply) [X] GATE [X] ELAC [ ] CAC [X] Others SAC

Process: GATE, ELAC and SSC/SAC will gather input from designated departments and staff.

or Process: AP, ELD Department Chair Person, Instructional Specialist.

Step 3 SPSA strategies development Process: Departments will meet to review assessment data and agree on 08-09 strategies.

or Process: Department Chairperson

Step 4 Budget development Process: Departments will meet to develop budgets relative to strategies. or Process: Department Chairperson

Step 5 Finalize and submit SPSA for School Board Approval Date: 9/19/09

Step 6 SPSA monitoring Process: Department Chairs and teachers will provide input to SSC/SAC.

or Process: Department meetings


ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT (CURRICULUM AND INSTRUCTION)


High School ELA Goals and Indicators

Status of 2008-09 AYP Goal [ ] 2008-09 NCLB AYP Goal for ELA of 44.5% met for all students and all significant subgroups

- or - [ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2008-09 established school goal for ELA of% met for all students and all significant subgroups - or -

[X] 2008-09 AYP Goal for ELA of 44.5% not met in the following areas: The 2008-9 AYP goal for 2008-9 was that 49.5% of all students would be proficient. This goal was not met in the participation of the subgroups of African American and the proficiency of African American, Latino, Socioeconomically Disadvantaged, and English Learners.

2009-10 AYP Goal (Check One) [X] Our goal for 2009-10 is that 60.6% of all students and all numerically significant subgroups will be proficient in ELA. This

goal is based on the NCLB AYP target of 55.6% proficient, plus the additional 5% District level requirement. - or -

[ ] We have met the 2009-10 school-wide NCLB and District target AYP goal for ELA of 60.6%. We have established the following goal:


ELA Data Analysis

(3-Year Comparison)

CAHSEE (AYP) Performance - School Wide 2006-07 2007-08 2008-09

% # % # % # Students at/above proficient 29.1 30 44.2 170 42.7 165 Students at basic and below 70.9 73 55.8 215 57.3 221 Total valid scores 100 103 100 385 100 386 Total increase required during 2009-10 to meet the goal for ELA: 17.9% 70 Description of findings: There was a slight decline in the percent proficient; however, this was not statistically significant.

CAHSEE (AYP) Performance by Subgroup - African-American

2006-07 2007-08 2008-09 [X] Significant Subgroup

% # % # % # Students at/above proficient 21.4 6 24.7 23 29.0 27 Students at basic and below 78.6 22 75.3 70 71 66 Total valid scores 100 28 100 93 100 93 Total increase required during 2009-10 to meet the goal for ELA: 31.6% 30 Description of findings: The African American percent proficient in ELA did increase by 4.3%, a significant increase. However, we now need to double this number. [ ] Area of strength [X] Area of concern


ELA Data Analysis

(3-Year Comparison)

CAHSEE (AYP) Performance by Subgroup - Latino 2006-07 2007-08 2008-09 [X] Significant Subgroup

% # % # % # Students at/above proficient 26.2 11 36.2 47 33.3 46 Students at basic and below 73.8 31 63.8 83 66.7 92 Total valid scores 100 42 100 130 100 138 Total increase required during 2009-10 to meet the goal for ELA: 27.3% 38 Description of findings: This is a particular area of concern, as there was a decrease, suggesting that we need to target these students for tutorial support for CAHSEE. [ ] Area of strength [X] Area of concern

CAHSEE (AYP) Performance by Subgroup - White


% # % # % # Students at/above proficient 33.3 4 58.0 47 61.8 47 Students at basic and below 66.7 8 42 34 38.2 29 Total valid scores 100 12 100 81 100 76 Total increase required during 2009-10 to meet the goal for ELA: 0% 0 Description of findings: The white subgroup has consistently met their targets. However, we continue to address individual needs as required and increase test scores. [X] Area of strength [ ] Area of concern


CAHSEE (AYP) Performance by Subgroup - Asian

2006-07 2007-08 2008-09 [ ] Significant Subgroup

% # % # % # Students at/above proficient -- -- 57.1 24 52.5 21 Students at basic and below -- -- 42.9 18 47.5 19 Total valid scores 100 10 100 42 100 40 Total increase required during 2009-10 to meet the goal for ELA: 8.1% 4 Description of findings: [ ] Area of strength [ ] Area of concern

CAHSEE (AYP) Performance by Subgroup - EDY (SED)


% # % # % # Students at/above proficient 21.2 7 35.0 57 32.0 49 Students at basic and below 78.8 26 65 106 68 104 Total valid scores 100 33 100 163 100 153 Total increase required during 2009-10 to meet the goal for ELA: 28.6% 44 Description of findings: Again, the percentage of these students decreased in proficiency, and the school has put several measures into place to attempt to bolster the scores (see site plan in English and Math) [ ] Area of strength [X] Area of concern


ELA Data Analysis

(3-Year Comparison)

CAHSEE (AYP) Performance by Subgroup - English Learners 2006-07 2007-08 2008-09 [X] Significant Subgroup

% # % # % # Students at/above proficient 12.0 3 20.8 16 13.3 11 Students at basic and below 88 22 79.2 61 86.7 72 Total valid scores 100 25 100 77 100 83 Total increase required during 2009-10 to meet the goal for ELA: 47.3% 40 Description of findings: This is the most surprising number, and one which we can address directly in the classroom. [ ] Area of strength [X] Area of concern


High School MATH Goals and Indicators

Status of 2008-09 AYP Goal [ ] 2008-09 NCLB AYP Goal for MATH of 43.5% met for all students and all significant subgroups

- or - [ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2008-09 established school goal for MATH of% met for all students and all significant subgroups - or -

[X] 2008-09 AYP Goal for MATH of 43.5% not met in the following areas: Participation among African Americans was not met; proficiency was not met among African American, Latino, Socioeconomically Disadvantaged, and English Learners

2009-10 AYP Goal (Check One) [X] Our goal for 2009-10 is that 59.8% of all students and all numerically significant subgroups will be proficient in Math. This

goal is based on the NCLB AYP target of 54.8% proficient, plus the additional 5% District level requirement. - or -

[ ] We have met the 2009-10 school-wide NCLB and District target AYP goal for MATH of 59.8%. We have established the following goal:


MATH Data Analysis (3-Year Comparison)

CAHSEE (AYP) Performance - School Wide

2006-07 2007-08 2008-09

% # % # % # Students at/above proficient 21.3 23 39.6 152 42.2 166 Students at basic and below 78.7 85 60.4 232 57.8 227 Total valid scores 100 108 100 384 100 393 Total increase required during 2009-10 to meet the goal for MATH: 17.6% 70 Description of findings: The actual percentage proficient did improve; unfortunately, this was not sufficient to meet the annual goals.

CAHSEE (AYP) Performance by Subgroup - African-American


% # % # % # Students at/above proficient 17.9 5 17.4 16 22.7 22 Students at basic and below 82.1 23 82.6 76 77.3 75 Total valid scores 100 28 100 92 100 97 Total increase required during 2009-10 to meet the goal for MATH: 37.1% 36 Description of findings: again, we have shown a definite increase; however, we have a challenge to meet the goal for 2009-10. [ ] Area of strength [X] Area of concern



CAHSEE (AYP) Performance by Subgroup - Latino


% # % # % # Students at/above proficient 13.0 6 32.8 42 34.3 48 Students at basic and below 87 40 67.2 86 65.7 92 Total valid scores 100 46 100 128 100 140 Total increase required during 2009-10 to meet the goal for MATH: 25.5% 36 Description of findings: Although there is a significant trend toward improvement, we are still faced with a challenge to meet the new goals. [ ] Area of strength [X] Area of concern

CAHSEE (AYP) Performance by Subgroup - EDY (SED)


% # % # % # Students at/above proficient 25.7 9 34.0 55 34.4 53 Students at basic and below 74.3 26 66 107 65.6 101 Total valid scores 100 35 100 162 100 154 Total increase required during 2009-10 to meet the goal for MATH: 25.4% 40 Description of findings: We will continue to offer after-school tutorial help, with the emphasis on math. [ ] Area of strength [X] Area of concern



CAHSEE (AYP) Performance by Subgroup - English Learners


% # % # % # Students at/above proficient 17.9 5 21.1 16 24.1 20 Students at basic and below 82.1 23 78.9 60 75.9 63 Total valid scores 100 28 100 76 100 83 Total increase required during 2009-10 to meet the goal for MATH: 35.7% 30 Description of findings: Although there is an upward trend in the scores over the past three years, we still face a challenge to bring them to the current goals. [ ] Area of strength [X] Area of concern

CAHSEE (AYP) Performance by Subgroup - Other White

2006-07 2007-08 2008-09 [ ] Significant Subgroup

% # % # % # Students at/above proficient 58.6 51 47.6 39 63.6 49 Students at basic and below 48.6 36 52.4 43 36.4 28 Total valid scores 100 87 100 82 100 77 Total increase required during 2009-10 to meet the goal for MATH: 0% 0 Description of findings: [ ] Area of strength [ ] Area of concern


High School CST Data Analysis

CST Performance - School Wide

English-Language Arts 2006-07 2007-08 2008-09

% # % # % # Students at/above proficient 35 424 36 436 35 420 Students at basic and below 65 788 64 774 65 780 Total valid scores 99 1212 97 1210 99 1200 Description of findings:


Algebra I 2006-07 2007-08 2008-09

% # % # % # Students at/above proficient 0 3 16 3 8 Students at basic and below 0 97 531 97 274

Total valid scores 47 589 42 547 22 282 Description of findings:


Biology 2006-07 2007-08 2008-09

% # % # % # Students at/above proficient 34 20 35 23 31 21 Students at basic and below 66 38 65 44 69 46 Total valid scores 30 58 30 67 34 67 Description of findings:


Academic Performance Index (API)

Base 2008 API 2009 Growth Target Points 2009 API Growth Points Met API

672 6 638 -34 No


English Learner Goals

Status of 2008-09 AMAO 1 Goal (Check One) [X] 2008-09 NCLB AMAO 1 goal of 51.6% of English learners meeting the annual growth target met.

- or - [ ] 2008-09 NCLB AMAO 1 goal of 51.6% of English learners meeting the annual growth target not met. Status of 2008-09 AMAO 2 Goal (Check One) [X] 2008-09 NCLB AMAO 2 goal of 30.6% of English learners attaining English proficiency (defined as a score of Early

Advanced or Advanced with no skill area below Intermediate) met. - or -

[ ] 2008-09 NCLB AMAO 2 goal of 30.6% not met. New 2009-10 AMAO 1 Goal (Check One) [X] Our goal for 2009-10 is to meet or exceed the NCLB AMAO 1 goal of 53.1% of our English learners meeting the annual

growth target. - or -

[ ] We have met the 2009-10 NCLB AMAO 1 goal of 53.1%. We have established the following goal New 2009-10 AMAO 2 Goal (Check One) [X] Our goal for 2009-10 is that English learners will meet the NCLB AMAO 2 target of 32.2%

- or - [ ] We have met the 2009-10 NCLB AMAO 2 target of 32.2%. We have established the following goal


Two Year Comparison of AMAO Data

(Annual Measurable Achievement Objectives - Measured by CELDT)

AMAO 1 - Annual Growth Percentage of English learners (EL) who have met the growth target (e.g., moved one level or more).

2007-08 2008-09 AMAO 1

% # % #

Students met AMAO 1 54.2% 123 52.2% 108

Students did not meet AMAO 1 38.1% 104 38.2% 99

Total # in Cohort 1* 92.3% 227 90.4% 207

Total increase required during 2009-10 to meet the goal: 0.9% 2 * Cohort 1 includes: EL students at the Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced levels who have matched scores.

AMAO 2 - Attaining English Proficiency

Percentage of English learners (EL) who have reached English proficiency, defined as score of Early Advanced or Advanced with no skill area below Intermediate.

2007-08 2008-09 AMAO 2

% # % #

Students met AMAO 2 27.9% 31 31.9% 38

Students did not meet AMAO 2 72.1% 80 68.1% 81

Total # in Cohort 2** 45.1% 111 52.% 119

Total increase required during 2009-10 to meet the goal: 0.3% 1 ** Cohort 2 for 2007-08 includes: • All ELs who were at the Intermediate level the prior year • ELs at the Early Advanced or Advanced level who were not English proficient the prior year • ELs at the Beginning or Early Intermediate levels in the prior year who were first enrolled in U.S. schools four or more years ago • ELs at the Beginning or Early Intermediate levels in the prior year, who entered U.S. schools after June 30, 2004 and who met the

English proficient level in 2008.

Please note: If the cohort size is smaller than 25, no AMAO results are available.


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 [X] Staffing: It has been difficult to recruit math teachers [X] * Continue to make the effort

[X] Facilities maintenance: Aging school with many physical challenges

[X] * Continue to address facility's needs with M&O

[X] Facility capacity (space for classrooms/programs): Increased class sizes

[X] * Continue to balance classes in master schedule; request additional desks as needed

[X] Safety: Fencing and additional site supervisors needed [X] * Work with district office on support for fencing and additional site supervisors

[X] Materials availability: Due to aging facility, more chalk or white boards need replacing, and science labs need renovation

[X] * Work with district office on support for these needs

[X] Technology: Computers need upgrades and repair in classrooms and labs due to lack of funds in this area

[X] * Work with IT on placing donated computers where needed

[ ] Fiscal Support: [ ] *

[ ] Compliance Support: [ ] *

[ ] Curriculum and Instruction Support: [ ] *

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


Student Achievement

Reading Language Arts - RLA #1

Strategy to be used during the 2009-10 school year: All RLA teachers will employ the use of two rubrics which were selected by the English Department. The rubrics will be used with all written assignments unless it is an advanced class, in which case the Advanced Placement rubric will be used. Description of the above strategy: Both rubrics were a result of departmental discussion and agreement. They are to be used by both teachers and students as a scoring guide. They will also be used in any school-wide writing projects. The rubrics will continue to be used at department and collaboration meetings to score student work. This strategy will address the specific learning needs of students in the following subgroups: [X] African-American [X] Latino [X] EDY [X] EL [X] Special Ed. [ ] Other: This strategy will address the content cluster area of Writing: [ ] Written Conventions [X] Writing Strategies

[ ] 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):

- or - [X] This is a new strategy this year.

Action steps to implement the strategy: By September we will distribute copies of the rubrics to all English teachers at a department meeting and review them. By November we will review samples of writing in a department meeting in order to reassess our rubrics. have at least two teachers receiving training in advanced expository writing By February we will share writing samples again. By April we will review both rubrics and writing samples in light of the year and make any needed alterations Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) paper for printing the rubrics

laminating paper for posting the rubrics Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card 13 subs for collaborations 2 days [X] 2 subs for 2 study trips [X] 2 teacher subs x 2 days for PD [X]


Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card [ ] Professional development activities to implement the strategy:

Topic Presenter/Trainer In-House or Contract or Travel/ConferenceCalibrating the scoring of student work with the rubrics

department [X] [ ] [ ]

Teacher collaboration time to implement the strategy: Frequency

Activity Weekly Monthly Other review rubrics in department meetings [ ] [X] review writing samples in two one-day collaborations [ ] [ ] November and

February Parent involvement activities to support the strategy Focus

Activity Academics Community

Building Communicationssample papers with rubrics will be sent home with students [X] [ ] [X] rubrics will be shared with parents at Back to School Night [ ] [ ] [X] Study trips to support the strategy:

Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) 9-12 2 study trips to MOMA students write reflections on trip, which are then

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

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

SPSA Monitoring: Focus (must collect data from at least 2 focus areas)

Data Collected

Standards Base-

Assessments Student Work

Program Embedded

Assessments Other writing samples, from November and April to note changes/improvements

[ ] [X] [ ] [ ]

writing benchmarks [X] [ ] [ ] [ ] student logs from MOMA trip [ ] [X] [ ] [ ] Categorical funds used to implement the strategy: (check all that apply)

[ ] Title I [X] EIA/SCE [ ] Other: [ ] Title I parent involvement [ ] QEIA [ ] Other: [ ] EIA/LEP [ ] Other: [ ] Other: [ ] ELAP [ ] Other: [ ] Other:

Estimated Cost for Strategy: $4820.00


Student Achievement

Reading Language Arts - RLA #2

Strategy to be used during the 2009-10 school year: Introduction of all major novels and plays with audio CDs; introduction of some culturally-relevant novels/plays with use of audio CDs Description of the above strategy: As one of the major challenges for ELA teachers is the student comprehension of the material, we will begin each major novel with an audio CD. This will serve to stimulate the imagination. Each CD will also be accompanied by a set of questions, designed by the teacher, to guide the student into "seeing" the time, place, and characters. PVHS also has a paucity of alternative, culturally-relevant novels. We will select some of these titles and order audio CDs to accompany some of them. The benchmark exams will be used to measure progress, and instruction will be adjusted according to those results. 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: [X] Comprehension [ ] Vocabulary [ ] Other:



Action steps to implement the strategy: By August, 2009 we will order the DVD players order the CDs select and order the alternative novels By September, 2009 we will discuss various sets of questions to front-load the books and set up schedule for after-school meetings to discuss use and implementation of CD players By November, 2009 we will review the use of the CDs in the classrooms and decide if they are helping and share and review the questions sets and review the benchmark results and discuss appropriate reteaching By March, 2010 we will review the use of the CDs in strengthening comprehension and review the information shared at the after-school meetings By February we will review the benchmark information and discuss appropriate reteaching strategies Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) CDs, 2 per book, critical thinking materials Parent (008) Professional Dev (024) Technology (001) DVD players and speakers, one per classroom Library (006)


Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card after-school collaboration, 1 hr. x 10 meetings, 8 teachers maximum

[X]

benchmark coordination [X] Additional classified staff to implement the strategy:


Topic Presenter/Trainer In-House or Contract or Travel/ConferenceQuestioning strategies Instructional Specialist [X] [ ] [ ] Teacher collaboration time to implement the strategy: Frequency

Activity Weekly Monthly Other Department meetings will address effectiveness of the CDs, considering both benchmark tests and sample finals.

[ ] [X]

After-school meetings will address questioning strategies and other specific uses of audio CDs

[ ] [ ]

Parent involvement activities to support the strategy Focus


Building Communications [ ] [ ] [ ] Study trips to support the strategy:

Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Other Contracted Services, including assemblies and sports programs, to support the strategy:



Data Collected

Standards Base-


Program Embedded

Assessments Other Benchmarks exams [X] [ ] [ ] [ ] Quarterly Finals [ ] [X] [ ] [ ] Categorical funds used to implement the strategy: (check all that apply)

[ ] Title I [ ] EIA/SCE [ ] Other: [ ] Title I parent involvement [ ] QEIA [ ] Other: [ ] EIA/LEP [X] Other: Corrective Action [ ] Other: [ ] ELAP [ ] Other: [ ] Other:



Student Achievement

Math #1

Strategy to be used during the 2009-10 school year: Use of feedback/response cards and techniques to assure instant formative assessment, used on a daily basis. Description of the above strategy: Response techniques and strategies, such as ABCD cards, red/green cards, and 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. Math teachers will meet regularly to discuss specific strategies and their implementation in the classroom Math teachers will use common assessments to measure progress in all classrooms The math department will also look at the results of the benchmark assessments Two math teachers will attend the Asilomar California Math Council Board's conference to focus on assessment This strategy will address the specific learning needs of students in the following subgroups: [X] African-American [X] Latino [X] EDY [X] EL [X] Special Ed. [ ] Other: This strategy will address the content cluster area(s) of: [X] Algebra I and II [X] Geometry [ ] Integrated Math [X] Other: Algebra II



Action steps to implement the strategy: By Oct. 2009 we will have passed out cards (ABCD, red/green) ordered new materials shared other specific strategies for response hand out common assessments scheduled after-school meetings scheduled the two day-long collaboration meetings By October we will compare notes and feedback By November we will reassess techniques to decide which seem to be best for which groups write the next set of common assessments (for 2nd semester) and review the benchmark results select two members to attend the Asilomar conference By January, 2010 we will arrange peer observations of specific response techniques By March, 2010 we will compare the outcome of these techniques through common assessments review the benchmark results By April we will review the common assessments


Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) white boards and markers

card stock laminating for cards paper for common assessments Scans for testing Sets consisting of compass, protractor and ruler Math manipulatives

Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card subs for collaboration (2 days x 10 teachers) [X] writing of common assessments (5 days x 4 teachers) [X] subs for peer observations [X] benchmark coordination [X] subs for conference [X] Additional classified staff to implement the strategy:


Topic Presenter/Trainer In-House or Contract or Travel/ConferenceAssessment Asilomar Math Conference [ ] [ ] [X] Teacher collaboration time to implement the strategy: Frequency

Activity Weekly Monthly Other Teachers will collaborate twice per year, once in the fall and once in the spring, to review the department status as a whole and math scores from the common assessments in particular. They will strategize improvements in instruction

[ ] [ ] fall and spring

Teachers will develop a second set of common assessments for the second semester

[ ] [ ] fall

Small groups of subject-area teachers will meet after school to review how to support students

[ ] [ ] as scheduled in the fall



Building Communications [ ] [ ] [ ]


Study trips to support the strategy:




Data Collected

Standards Base-


Program Embedded

Assessments Other common assessments [X] [ ] [ ] [ ] benchmarks [X] [ ] [ ] [ ] teacher reports on strategies and level of involvement

[ ] [ ] [ ] [X]

minutes of ETS meetings [ ] [ ] [ ] [X] Categorical funds used to implement the strategy: (check all that apply)


Estimated Cost for Strategy: $13,000.00


Student Achievement

Math #2

Strategy to be used during the 2009-10 school year: Common assessments in Algebra I, Algebra II, and Geometry, to be given twice quarterly and reviewed at department meetings and collaborations. Description of the above strategy: The math department will develop its own common assessments, to be given regularly and evaluated by the department for reteaching and key challenges in student understanding and learning. This strategy will address the specific learning needs of students in the following subgroups: [X] African-American [X] Latino [X] EDY [X] EL [X] Special Ed. [ ] Other: This strategy will address the content cluster area(s) of: [X] Algebra I and II [X] Geometry [ ] Integrated Math [ ] Other:



Action steps to implement the strategy: By September, 2009 we will have given the first of the common assessments By November, 2009 we will review the findings from these assessments and plan a collaboration day in which we look at the details of both the results and the assessments By December, 2009 we will develop a second semester of common assessments By February, 2010 we will review the assessment results in a department meeting By May, 2010 we will review the results, the assessments, and make plans for further teaching strategies in a collaboration meeting Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) white boards and markers Parent (008) Professional Dev (024) Attendance at Math Conferences in state Technology (001) Security technology for protection of classroom computers and materials Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card after school meetings (10) w/ 5 teachers [X] assessment development for 2nd semester(3 teachers x 4 days) [X]




Topic Presenter/Trainer In-House or Contract or Travel/Conference [ ] [ ] [ ] Teacher collaboration time to implement the strategy: Frequency

Activity Weekly Monthly Other Monthly department meetings; review of common unit assessments [ ] [X] Parent involvement activities to support the strategy Focus






Data Collected

Standards Base-


Program Embedded

Assessments Other common assessments in algebra and geometry [X] [ ] [ ] [X] Categorical funds used to implement the strategy: (check all that apply)




Student Achievement

Science

Strategy to be used during the 2009-10 school year: Use of lab journals and/or lab journal methodology (to be used weekly) during lab experiments and feedback/response cards and response techniques during all class times to assure instant formative assessment, to be used in all science classrooms on a daily basis. Description of the above strategy: Science teachers will implement the 5-step lab journal format: purpose, hypothesis, procedure, data, and questions and conclusion(s). The journals will be randomly assessed on a regular basis. This format will be used in hands-on experiments in the biology and chemistry labs so that both teachers and students can document student progress. Labs will be offered at a minimum of monthly. Some labs will be given in an on line format. Science teachers will meet, discuss, share, and refine the implementation of response techniques and strategies such as red/green cards, ABCD cards, white boards, and so on.



Action steps to implement the strategy: By August, 2009 we will meet to organize existing resources for the labs and to present one or two response techniques that will be used by all teachers order all needed supplies By September, 2009 we will meet to review the use of the lab journals and the online labs review the two selected response strategies By October, 2009 we will again review the lab journal format and the online textbook resources and the selected response strategies By December, 2009 we will Share examples of journal entries and response strategies and Set up a schedule for peer observation of these techniques By March, 2010 we will Review the implementation of the response strategies and Discuss the use of the lab journal format and the online labs By May, 2010 we will Review all strategies used during the year and suggest changes for the following year Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) white boards, markers and erasers

card stock and laminating sheets white board lab supplies (chemicals, dissection specimens, kits, microscope supplies, fire blankets, chemistry shower, eye cup, and sink parts, etc.) lab journals

Parent (008) Professional Dev (024) PD in response strategies Technology (001) computer access to virtual labs at textbook websites Library (006)



Position % FTE or Hourly/Time Card subs for study trip day (x3) [X] Additional classified staff to implement the strategy:


Topic Presenter/Trainer In-House or Contract or Travel/ConferenceImplementing Response Strategies

Instructional Specialist [X] [ ] [ ]


Activity Weekly Monthly Other Departmental meetings [ ] [X] Parent involvement activities to support the strategy Focus


Building CommunicationsLHS study trip: chaperones [X] [ ] [ ] Study trips to support the strategy:

Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) 9-12 Lawrence Hall of Science and bus tour of UC Berkeley reports on bay area biogeology

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



Data Collected

Standards Base-


Program Embedded

Assessments Other Teacher-made tests [X] [ ] [ ] [ ] Examples of lab journals and/or lab notes [ ] [X] [ ] [ ] Categorical funds used to implement the strategy: (check all that apply)




Student Achievement

History/Social Science

Strategy to be used during the 2009-10 school year: All social science teachers will incorporate the teaching of basic math into their curricula. They will receive training from the math department as to which specific information needs to be reinforced Description of the above strategy: Math is a particular challenge at PVHS. One of the issues is the level of basic math that the students have . Since much of Social Science uses graphs, charts, and percentages, it will be helpful to be explicit in this instruction.



Action steps to implement the strategy: By August, 2009 we will have discussed the strategy as a department and scheduled a time for professional development By November, 2009 we will have the professional development from the math department By November, 2009 we will review the successes and challenges of incorporating math into our curricula By December, 2009 we will share individual means of teaching math in social science By April, 2010 we will again review the successes and challenges and try to address the challenges and plan for next year Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card PD from 3 math teachers w/ 5 teachers x 2 hrs [X] development of math presentation (3 teachers x 3 hrs)) [X] Additional classified staff to implement the strategy:


Topic Presenter/Trainer In-House or Contract or Travel/ConferenceIntegrating Basic Math into the Social Science Curriculum

3 PVHS math teachers [X] [ ] [ ]


Teacher collaboration time to implement the strategy: Frequency Activity Weekly Monthly Other

department meetings [ ] [X] Parent involvement activities to support the strategy Focus






Data Collected

Standards Base-


Program Embedded

Assessments Other written examples of the incorporation of math into SS

[ ] [X] [ ] [X]

teacher-made tests that include math [ ] [X] [ ] [ ] Categorical funds used to implement the strategy: (check all that apply)




Student Achievement

Physical Education

Strategy to be used during the 2009-10 school year: Embed concept of fitness into all physical education curricula on a daily basis Description of the above strategy: Teachers will collaborate to implement the Standards for Life standards-based curricula that will utilize the new equipment which supports the development of fitness in all aspects of life

[X] We have used this strategy for one year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): many of the students did not pass this test. We need to reinforce the concept of fitness in more ways throughout the year.

- or - [ ] This is a new strategy this year.

Action steps to implement the strategy: By September, 2009 we will review the curricula and discuss its implementation with new teachers and plan for remediation for the sophomores who did not pass in 2008-2009 By October, 2009 we will notify parents of the spring assessment and the consequences By December, 20009 we will review our progress on this curricula By April, 2010 we will assess all freshmen students and sophomores who did not pass in 2008-2009 By May, 2010 we will review the results of the assessment and begin plans for the following year By we will Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) body fat analyzers

heart rate monitors Parent (008) postage to mail letters home Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card [ ] Additional classified staff to implement the strategy:


Topic Presenter/Trainer In-House or Contract or Travel/Conference [ ] [ ] [ ]



Activity Weekly Monthly Other [ ] [ ] Parent involvement activities to support the strategy Focus






Data Collected

Standards Base-


Program Embedded

Assessments Other Spring Fitness tests [X] [ ] [X] [ ] Categorical funds used to implement the strategy: (check all that apply)




Student Achievement

Visual and Performing Arts

Strategy to be used during the 2009-10 school year: 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 assessment. Performing Arts will also empower the students to make their own selections in dramatic presentations. Description of the above strategy: The art classes in particular draw many students who have not achieved to their 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. Scaffolded instruction in conventional and digital photography, painting, drawing, ceramics, masks, relief sculpture, and printmaking 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.

[X] We have used this strategy for one year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): 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.


Action steps to implement the strategy: By September, 2009 we will meet to discuss portfolios, and rubrics. and will begin the first selection of the dramatic presentation By November, 2009 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 will make the second selection of dramatic presentation By December, 2009 we will meet or review portfolio challenges and successes. By January, 2010 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, 2010 we will have students present their paper and digital portfolios to each other as part standard 4.0, aesthetic valuing. prepare for the third dance performance By June, 2010 we will again review the portfolio process to plan for the following year. Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) art sink

basic art materials theater supplies (lumber, tools, paint, props)

Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy:








Grade General Focus (e.g., museum, farm) 9-12 Guest performers for dance classes



Data Collected

Standards Base-


Program Embedded

Assessments Other examples of peer and student scored portfolios [X] [X] [ ] [ ] Categorical funds used to implement the strategy: (check all that apply)

[ ] Title I [X] EIA/SCE [ ] Other: [ ] Title I parent involvement [ ] QEIA [ ] Other: [ ] EIA/LEP [X] Other: Corr. Action [ ] Other: [ ] ELAP [X] Other: Arts' Block grant [ ] Other:



Student Achievement

Educationally Disadvantaged Youth (EDY) #1

(Socio-Economically Disadvantaged - SED)

Strategy to be used during the 2009-10 school year: Response to Intervention (RTI) - Collaborative Inclusion Model Description of the above strategy: 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 two tutorial periods to work intensively with special and general education students who need more intensive services. 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 two tutorial periods to work intensively with special and general education students who need more intensive services.

[X] We have used this strategy for two year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): Special Education teachers in general report that their students, particularly, the Resource students, are responding well to inclusion. Several of them are producing excellent work. This year we will include NSH students as well. Each Special Education teacher will also have a tutorial section in which s/he is able to work with the case load students.


Action steps to implement the strategy: By August, 2009 we will inform teachers of their teams By September, 2009 we will teams will meet to discuss implementation specifics of the collaboration model By October-May, 2010 we will meet as collaborative teams to discuss general student progress as well as individual needs By May, 2010 we will make suggestions as to any changes that might improve the implementation in 2010-2011 Materials necessary to implement the strategy:


Position % FTE or Hourly/Time Card [ ]





Activity Weekly Monthly Other RSP teachers meet in teams on weekly or monthly basis for 30 minutes to discuss collaboration

[X] [X]







Data Collected

Standards Base-


Program Embedded

Assessments Other number of collaborative teams and classes [ ] [ ] [ ] [X] number of SPED students served [ ] [ ] [ ] [X] Categorical funds used to implement the strategy: (check all that apply)

[ ] Title I [ ] EIA/SCE [ ] Other: [ ] Title I parent involvement [ ] QEIA [ ] Other: [ ] EIA/LEP [ ] Other: [ ] Other: [ ] ELAP [ ] Other: [ ] Other:

Estimated Cost for Strategy: $


Student Achievement



Culturally Responsive Pedagogy

Strategy to be used during the 2009-10 school year: Daily use of culturally responsive practices both inside and outside the classroom. Description of the above strategy: All staff will support high achievement by all students and close the achievement gap between student subgroups by:

• incorporating culturally responsive pedagogy into teaching and learning across the school • effectively using the Equity Walkthrough Protocol to identify areas of focus, and • using culturally responsive approaches with students and other stakeholders

The specific strategy components are as follows: Professional Development in Culturally Responsive Pedagogy: Consultant Bonnie Davis will... Implement the Equity Walk Through Protocol three times during the school year (two site and one joint site/district). Tutorial support for 9th and 10th grade Advanced English Students. AP training for English, science and math teachers to support equal access to more advanced curriculum Science and Math teachers will incorporate effective feedback response strategies. 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.

[X] We have used this strategy for one year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): 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.


Action steps to implement the strategy: By October 30 we will complete the first site level equity walk through. form Forensics' teams and set up regular meetings and trainings develop a schedule for after-school tutorial for Advanced English students By February 23 we will complete the joint district and site equity walk through. By March 26 we will complete the second site equity walk through. By October, 2009 we will hold a college-going culture fair By November, 2009 we will take the first group of students to a college By April, 2010 we will take the second group of students to a college




Position % FTE or Hourly/Time Card subs for college visits (3 subs for 3 trips) [X] Additional classified staff to implement the strategy:


Topic Presenter/Trainer In-House or Contract or Travel/ConferenceEquity Bonnie Davis [ ] [X] [ ] AP trainings College Board [ ] [ ] [X] Teacher collaboration time to implement the strategy: Frequency




Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) 9-12 College visits: November and April written reflections 9-12 Forensics' tournaments (2) written reflections; performance





Data Collected

Standards Base-


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]

Referral and GPA data disaggregated by ethnicity. [ ] [ ] [ ] [X] STAR & CAHSEE data disaggregated by subgroups.

[X] [ ] [ ] [ ]

Categorical funds used to implement the strategy: (check all that apply)




Student Achievement



Strategy to be used during the 2009-10 school year: Direct Instruction in academic vocabulary Increase the number of educationally disadvantaged students prepared to take Advanced English. Description of the above strategy: We began the academic vocabulary program last year, with approximately 1/3 of all of the teachers participating. This year we expect that all teachers will participate. Five minutes is given to a new word each day at the beginning of the period. Each teacher will use the Direct Instruction model (as per Marzano, 2009) to teach one academic word per day, during the first 3 periods of each day. The word will be announced over the school speaker, and each teacher will receive the word list each week. The list will include examples, definitions, other forms, and cognates in Spanish. The Advanced English students were selected for diversity, reviewing both test scores and grades in 8th grade. We will support their success through after-school tutoring.

[X] We have used this strategy for one year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): While we began this last year, there were still many teachers who did not offer it. We will change that pattern this year by beginning instruction at the start of the year. We will also begin with a pre-test so that the post-test will have more meaning. The Advanced English tutoring is new this year.


Action steps to implement the strategy: By August, 2009 we will begin to train all teachers in the new model of vocabulary instruction identify students who will add to diversity By September,2009 we will hand out the vocabulary lists each week and give the pretest to all students and enroll students in Adv. Eng classes By October, 2009 we will offer after-school tutorial support for Adv. Eng. students By December, 2009 we will review the grades and progress of these tutorial students By January, 2010 we will continue the instruction and observe teachers for implementation have offered PD in both vocabulary and SOAPS instruction to all teachers who require this support and continue to observe the implementation of these strategies By May, 2010 we will administer the school-wide post-test collate our observations and review progress Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006)



Position % FTE or Hourly/Time Card teacher time (in Ext. Learning) [X] Additional classified staff to implement the strategy:


Topic Presenter/Trainer In-House or Contract or Travel/ConferenceDirect Instruction of Vocabulary









Data Collected

Standards Base-


Program Embedded

Assessments Other pre and post-tests of academic vocabulary [X] [ ] [ ] [ ] sample rewrites of tutorial students [ ] [X] [ ] [X] Categorical funds used to implement the strategy: (check all that apply)

[ ] Title I [ ] EIA/SCE [ ] Other: [ ] Title I parent involvement [ ] QEIA [ ] Other: [ ] EIA/LEP [ ] Other: o [ ] Other: [ ] ELAP [ ] Other: [ ] Other:

Estimated Cost for Strategy: $0


Student Achievement

Special Education

Strategy to be used during the 2009-10 school year: Collaboration Model, implemented on a daily basis. Tutorial support classes with SPED teacher's case load students. Description of the above strategy: 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 students. 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 2 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): 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.


Action steps to implement the strategy: By August, 2009 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, 2009 we will review the collaboration teams and make any adjustments needed. By October, 2009 we will discuss the roles of the special education teacher and that of the aides who also support the mainstream classes. By December 2009 we will review the challenges and successes of the current collaboration model By May, 2009 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. Materials necessary to implement the strategy:







Activity Weekly Monthly Other SPED department meetings [ ] [X] Informal SPED and gen ed. teacher meetings [X] [ ] Parent involvement activities to support the strategy Focus






Data Collected

Standards Base-


Program Embedded

Assessments Other general ed. teacher grades [ ] [X] [ ] [ ] Collaboration teacher reports (minutes of SPED meetings)

[ ] [ ] [ ] [X]





Student Achievement

Gifted and Talented Education (GATE)

Strategy to be used during the 2009-10 school year: 4- year college-bound students will receive information on Ivy League colleges and personalized help in applying for these. SAT prep classes will support the students in achieving high scores Description of the above strategy: Administrators will meet with students to explain and clarify the college process; students will apply for Ivy League summer courses, with help from both counselors and administrators. Students will have the opportunity to take SAT prep classes after school



Action steps to implement the strategy: By September, 2009 we will introduce the first set of students to at least five Ivy League schools and offer SAT prep classes after school 3 days per week By Oct., 2009 we will introduce all interested students to more college possibilities and connect these students with specific people at the schools and hold a College Fair that will be open to all students and introduce the Advanced English students, grades 9 & 10, to these options By Nov. 2009 we will review the College Fair and begin to plan for the following year Continue to introduce students to more college options By December, 2009 we will continue to plan for the following year and support individual students with their applications By April. 2009 we will review and assess our program in order to make improvements for 2010-2011 Materials necessary to implement the strategy:


Position % FTE or Hourly/Time Card SAT prep teacher (in Ext. lrng. budget) [X] Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card [ ]


Professional development activities to implement the strategy:








Data Collected

Standards Base-


Program Embedded

Assessments Other grades of Adv English students [ ] [X] [ ] [ ] attendance of tutorial students at tutorial sessions [ ] [ ] [ ] [X] Categorical funds used to implement the strategy: (check all that apply)




Student Achievement

English Learners (EL) #1

Strategy to be used during the 2009-10 school year: Students will receive targeted individual learning plans and actions for English Learners not making annual goals on a quarterly basis. Description of the above strategy: ELD and SDAIE teachers will - conduct tutoring sessions in the four major academic areas for EL students to assist them with their homework and

assignments. This will include a Bilingual Aide and teachers who will support students in the classrooms and after school. - Utilize community resources to enrich ELD instruction through study trips. Instructional technology will serve as a tool to

engage students in their classes. - be trained on the implementation of technology and/or writing strategies and SDAIE best practices. - ensure that, as part of the ILPs, students engage in study trips appropriate to their goals.

[X] We have used this strategy for one year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): The classroom support has, anecdotally, been very effective for teachers. The Individual Learning Plans still need more attention and format. One of the goals this year will be to create such a format. The district support in informing the students was very strong, and students knew and understood what they needed to advance to the next level.


Action steps to implement the strategy: By October, 2009 we will develop a preliminary form for an EL Individual Learning Plan and develop a schedule for the aide to support the SDAIE classrooms and have teachers sign-up for teacher trainings and conferences and begin after-school tutorial sessions By October, 2009 we will monitor the SDAIE support and monitor the after-school sessions and develop and present bilingual support at the PVHS college fair and purchase technology to support instruction and distribute the schedule of parent/ELAC meetings By November, 2009 we will review the ILP form and review the results from the college fair and present ELD writing, poetry, and artwork at Dia De Gracias evening By January, 2010 we will look at sample ILPs to note student progress and survey the students as to the quality of their classroom support and present student awards for academic achievement for the first semester By March, 2010 we will review the entire process, including the SDAIE support in the classrooms at ELAC meeting By June 2010 we will redesign the form as necessary and plan for the following year



Focus Materials Program Specific for Student Use (001) technology materials and supplies (bulbs, ink, etc.), classroom materials and

supplies, classroom novels & books, supplies for student projects, student assessment materials

Parent (008) Professional Dev (024) Technology (001) computers, printers Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card Teacher tutorial time 5 hrs/wk x 38 wks for 2 teachers [X] Subs for study trip [X] Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card Bilingual Aide .8 [ ] Professional development activities to implement the strategy:

Topic Presenter/Trainer In-House or Contract or Travel/ConferenceUse of technology in instruction



Activity Weekly Monthly Other Department meetings, including all SDAIE teachers [ ] [X] Parent involvement activities to support the strategy Focus



Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) 9-12 Academy of Sciences enrich ELD observation and vocabulary 9-12 College visits support goal-setting




Data Collected

Standards Base-


Program Embedded

Assessments Other Sample student ILPs [ ] [ ] [ ] [X] Data on EL level changes [ ] [ ] [ ] [X] Student surveys [ ] [ ] [ ] [X]



[ ] Title I [ ] EIA/SCE [ ] Other: [ ] Title I parent involvement [ ] QEIA [ ] Other: [X] EIA/LEP [ ] Other: [ ] Other: [ ] ELAP [ ] Other: [ ] Other:



Student Achievement

English Learners (EL) #2

Strategy to be used during the 2009-10 school year: Daily targeted instruction in writing, following the ELD standards and the ILPs developed in Strategy #1 Description of the above strategy: Teachers will continue to receive training in the writing process, including both strategies and applications. The ELD teachers will review student work and collaboratively examine the WRITE final papers each quarter. They will then determine next steps together. This will be an ongoing process for the teachers as well as for the students. Graduate tutors may assist the teachers in direct help with the writing process. Supplemental materials may be purchased to support this effort, such as sets of novel and technology will be utilized to increase student motivation in writing.

[X] We have used this strategy for two year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): There has been a gradual improvement in the number of reclassifications at PVHS. We believe that this is due, in large part, to the writing instruction the students are receiving.


Action steps to implement the strategy: By September, 2009 we will set specific writing goals for each ELD level for the quarter and ask teachers to sign up for conferences By November, 2009 we will review progress on those writing goals as we look at sample writings from each ELD level, with all ELD and SDAIE teachers and set specific writing goals for the second quarter By January, 2010 we will review student progress on those writing goals as per their ILPs and sample student work and set specific writing goals for the third quarter By March, 2010 we will review progress on the writing goals and prepare students for the placement exams By April, 2010 we will review the student scores on the district writing assessments and develop targeted individual instruction for those who need the support to advance in order that they may retake the placement exam in June. By May, 2010 we will review the data on placements as a school and by class Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) classroom materials and supplies, classroom novels & books, supplies for student

projects, student assessment materials. Parent (008) Professional Dev (024) Technology (001) technology materials and supplies (bulbs, printers, ink, etc.), overhead projectors &

supplies, and computers. Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card subs for conferences [X]




Topic Presenter/Trainer In-House or Contract or Travel/ConferenceAcademic vocabulary conference

Kate Kinsella [ ] [ ] [X]

WRITE Institute Brian Fraim [X] [ ] [ ] CATESOL [ ] [ ] [X] SIOP [ ] [ ] [X] Teacher collaboration time to implement the strategy: Frequency

Activity Weekly Monthly Other Meet with all ELD and SDAIE teachers to look at writing samples and to develop a plan of action

[ ] [ ] fall, 2009







Data Collected

Standards Base-


Program Embedded

Assessments Other student writing samples [ ] [X] [ ] [ ] sample ILPs [ ] [ ] [ ] [X] placement assessments [X] [ ] [ ] [ ] Categorical funds used to implement the strategy: (check all that apply)

[ ] Title I [ ] EIA/SCE [ ] Other: [ ] Title I parent involvement [ ] QEIA [ ] Other: [X] EIA/LEP [ ] Other: [ ] Other: [ ] ELAP [ ] Other: [ ] Other:



Student Achievement

Extended Learning #1

(Before/After/Saturday School)

Strategy to be used during the 2009-10 school year: Offer intensive tutorial support to those EDY students who are enrolled in Honors or Advanced English or math classes Offer CAHSEE prep support to targeted 10th graders in need of improvement before taking CAHSEE Description of the above strategy: Two hour tutoring sessions will be offered in the library for those students who were enrolled in Honors or Advanced English or math classes who may need additional help. 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, to offer individual instruction. Parents will be individually notified of these services as well. Parents will also receive a letter quarterly notifying them of their student's attendance and progress.



Action steps to implement the strategy: By October, 2009 we will announce the sessions and recruit teachers to staff them and notify the parents of this service By November, 2009 we will send letters home to document attendance and progress begin CAHSEE tutoring 2x per week after school By January,, 2010 we will send letters home to document attendance and progress add Saturday classes for CAHSEE tutoring By March, 2010 we will send letters home to document attendance and progress review the results of the tutoring support for CAHSSE students By April, 2010 we will meet to discuss ways in which these services could be improved the following year. By we will Materials necessary to implement the strategy:

Focus Materials Program Specific for Student Use (001) postage for letters home Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card 4 after-school tutors, 4 hrs per week x 40 weeks, [X] Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card [ ]


Professional development activities to implement the strategy:

Topic Presenter/Trainer In-House or Contract or Travel/ConferenceCAHSEE tutoring: AchieveLearning

TBA [ ] [X] [ ]


Activity Weekly Monthly Other teacher meeting after tutoring sessions [ ] [X] Parent involvement activities to support the strategy Focus


Building Communicationsparents will be personally contacted for after-school tutoring; parents of target students (based on CST scores) will also receive personal letters

[X] [X] [X]

Study trips to support the strategy:


Grade General Focus (e.g., museum, farm) 10 Contract with AchieveLearning.org for tutorial support for CAHSEE


Data Collected

Standards Base-


Program Embedded

Assessments Other Attendance records [ ] [ ] [ ] [X] Grades of randomly-selected students [ ] [X] [ ] [ ] Categorical funds used to implement the strategy: (check all that apply)




ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT (STUDENT SUPPORT SERVICES)


Data Analysis

(Attendance, Health and Safety, Climate)

Data Reviewed Concern/Strength Description of Findings (400 character max) Attendance [ ] Area of concern

[X] Area of strength 2008-09 average attendance: 93.1% The trend is toward increased attendance.

Suspension Data [X] Area of concern [ ] Area of strength

Three teachers or 4% of the staff write 29% of the referrals.

Healthy Kids Survey [ ] Area of concern [ ] Area of strength

N/A not done this year.

Parent/Community Survey [ ] Area of concern [ ] Area of strength

N/A

Crime Statistics - Site [ ] Area of concern [ ] Area of strength

N/A

Other: [ ] Area of concern [ ] Area of strength

Other: [ ] Area of concern [ ] Area of strength


Student Programs

Attendance

Program to be used during the 2009-10 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 hall sweeps by site supervisors every period • Daily assistant principal detentions for students caught in the halls or off campus during class time. • One student office assistant to pick up attendance scantrons and deliver call slips • Local police sweeps of area surrounding the school • District Office scheduled truancy sweeps in the area surrounding the school • Training for employees on website parent-connection software • 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 Four year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available): Maintaining status quo or improved attendance.

- or - [ ] 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. Materials necessary to implement the Program:

Focus Materials Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the Program:

Position % FTE or Hourly/Time Card [ ] Additional classified staff to implement the Program:

Position # Hours FTE or Hourly/Time Card [ ] Professional development activities to implement the Program:



Teacher collaboration time to implement the Program: Frequency

Activity Weekly Monthly Other [ ] [ ] Parent involvement activities to support the Program Focus


Building Communications [ ] [ ] [ ] Study trips to support the Program:

Grade General Focus (e.g., museum, farm) Link to Program (e.g., poetry, reports) Other Contracted Services, including assemblies and sports programs, to support the Program:



Data Collected

Standards Base-


Program Embedded

Assessments Other [ ] [ ] [ ] [ ] Categorical funds used to implement the Program: (check all that apply)


Estimated Cost for Program: $


Student Programs

Health and Safety

Programs to be used during the 2009-10 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 Peer Youth Conflict Mediators (Trained by Rhonda Haney) Other: • Two School Resource Officers from Pinole Police Department in place

• No hall passes / daily detentions monitored by Assistant Principals and Site Supervisors

• Safe School Ambassador Program • Peer Conflict Mediation Program • 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 will continue in 07-08.

• The Safe School Ambassador Program will continue in 07-08; the first year of implementation was 05-06. Since then approximately 150 students were trained. This is a prevention strategy designed to educate students to be proactive with their own social groups in preventing violence.

• Peer Conflict Mediation training will include approximately 35 students who will act as peer mediators in minor conflicts as a prevention strategy.

• 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.

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

from the SPSA Monitoring form where available): Continued success with current programs.


Action steps to implement the Program: By we will See School Climate Sections. Materials necessary to implement the Program:



Additional certificated staff to implement the Program: Position % FTE or Hourly/Time Card

[ ] Additional classified staff to implement the Program:


Topic Presenter/Trainer In-House or Contract or Travel/Conference [ ] [ ] [ ] Teacher collaboration time to implement the Program: Frequency







Data Collected

Standards Base-


Program Embedded

Assessments Other [ ] [ ] [ ] [ ] Categorical funds used to implement the Program: (check all that apply)




Student Programs

School Climate #1

Program to be used during the 2009-10 school year: Empower the students to take a leadership role in reducing the amount of violence and conflict on campus. Empowering students 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 aligned to specific actions developed by the teachers Description of the above Program: The following program or frameworks will be implemented or continued in 09-10: Character Counts Safe School Ambassadors A World of Difference (Anti Defamation League) Peer Conflict Mediators Forensics' club The Student Health Center is open daily to provide individual counseling, group counseling, anger management and intervention. Regular staff meetings will address these issues on a monthly basis

[X] We have used this Program for 1 year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available): There was anecdotal evidence and student surveys that show that students appreciate the opportunity to contribute to the conversation about school culture and academics. However, the conversation has just begun, and we feel that it will require at least three years to truly address many of the underlying issues. The support from outside agencies provides the most expeditious means of enacting our vision of school culture. The Forensic Club focuses on underperforming students and encourages academic rigor in both thought and vocabulary.


Action steps to implement the Program: By September, 2009 we will develop a schedule of meetings and contract with the agencies advertise the hours and services of the Health Center to the students and develop a meeting schedule for the faculty for the year planned all of the Forensics' tournaments for the year By November, 2009 we will have given the initial ADL and Safe School Ambassadors trainings By January, 2010 we will review the impact and make any necessary corrections via the SSC By February, 2010 we will share the work of the ADL and Safe School Ambassadors with the whole faculty


Materials necessary to implement the Program:

Focus Materials Program Specific for Student Use (001) Safe School Ambassador Training

Challenge Day Anti Defamation League "A World of Difference" School Connect student workbooks (accompany teacher materials)

Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the Program:

Position % FTE or Hourly/Time Card Subs for teacher release [X] Collaboration time, teachers (70teachers x 8 months) [X] Additional classified staff to implement the Program:


Topic Presenter/Trainer In-House or Contract or Travel/ConferenceAnti-defamation League [ ] [X] [ ] Safe School Ambassadors [ ] [X] [ ] School Connect Teacher materials [X] [ ] [ ] Teacher collaboration time to implement the Program: Frequency

Activity Weekly Monthly Other Monthly Safe School Ambassador meetings [ ] [X] Parent involvement activities to support the Program Focus


Building CommunicationsParents will be involved with the Site Council [X] [X] [X] Study trips to support the Program:

Grade General Focus (e.g., museum, farm) Link to Program (e.g., poetry, reports) 9-12 Bus trip to two forensics' tournaments debate performances 9-12 Bus trips to college visits college going culture

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




Data Collected

Standards Base-


Program Embedded

Assessments Other SSC minutes [ ] [ ] [ ] [X] WASC report and action plan [ ] [ ] [ ] [X] Student surveys [ ] [ ] [ ] [X] Debate awards [ ] [X] [ ] [ ] Categorical funds used to implement the Program: (check all that apply)


Estimated Cost for Program: $27,500


Student Programs

School Climate #2

Strategy to be used during the 2009-10 school year: Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionally in referrals and suspensions and increase the positive engagement of all students. Description of the above strategy:

• Culturally Responsive engagement strategies will be used by all staff

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

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

levels. Our specific strategy implementation includes: All teachers will receive materials and support in assisting all students in accessing critical thinking skills. Each department will examine culturally responsive classroom management styles and share practices across the departments at faculty meetings.

[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available):

- or - [X] This is a new Program this year.

Action steps to implement the Program: By December we will Review Bloom's Revised Taxonomy and distribute critical thinking wheels. By Monthly we will Best practices in classroom management and culturally responsive pedagogy will continue to be discussed and shared in department meetings and staff meetings. Materials necessary to implement the Program:

Focus Materials Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the Program:

Position % FTE or Hourly/Time Card [ ] Additional classified staff to implement the Program:




Teacher collaboration time to implement the Program: Frequency







Data Collected

Standards Base-


Program Embedded

Assessments Other Discipline data per quarter. [ ] [ ] [ ] [X] Grade data per quarter. [ ] [X] [ ] [ ] Categorical funds used to implement the Program: (check all that apply)




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.

Position / Name Rationale Funding Source/Amount Scholarship Coordinator / Gloria Waite SCE or Corrective Action / $ 1 hour/week clerk typist 2 /

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 Paper Necessary for school.

To support school and district objective of writing.

SCE or Corrective Action / $


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.

• 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 2009-10 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 Funded by EIA-LEP

English Learner Services provides the following centralized direct services:

• Assistance with registration materials for the families of potential English learners • Initial assessment with the CELDT for students with a language other than English on the Home Language Survey • Primary language assessment for newly enrolled English learners (ELs) • Annual CELDT testing for all English learners • English learner data analysis and reports • Training and materials for English Learner Advisory Committees (ELAC) • English learner parent education opportunities • Multilingual District Advisory Committee meetings for ELAC representatives • Translation of district documents, such as parent notifications and report cards • Identifying translators and interpreters to meet school needs • Administration of the Standards-based Tests in Spanish (STS) as required • Professional development for teachers and administrators regarding English Language Development (ELD) and core

instructional methodologies appropriate for English learners • Extended learning opportunities for English learners • Support and technical assistance for principals, teachers and paraprofessional staff for effective implementation of the EL

programs and services at the school • Support and technical assistance for the local assessment system (e.g. benchmarks, placement, screening) for ELD and for

bilingual programs.

west contra costa unified school district pinole valley ... · equity: implement fair, evenhanded...

Documents