School Reform Assistance

II/USP

Immediate Intervention/Underperforming Schools

Program

Request for fundingApril, 2000

Prepared by the educational community of

Central Junior High School1201 Stoneman Avenue

Pittsburg, California

DOE 00047658

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Mail om]iMlar~l 1we copl, j to:

C~,~lilornla Degz’lw~d el E~uc~on~J, C~r P~a Fom~ 1Dt:=rk~ :~j S~uo~ Support Civi~on

(CDE u,,:e only~

Immediate InterventlontUnderperforTnlng Schools Program(IIAJSP)

DISTRICT APPLICATION FOR FUNDINGFOR ALL SCHOOLS

Olwict and School Supped O~vislonCalifornia INpamaeat of Zduc~o. ....72t Capitol Mall, ~l Floor ,’~?~ * <SaraimmO. e.~tllomta 951t4 "" ....

iIII IL

Postmarkad no later I

¸

N~ Of LOCal Educabonal Agency (LF..A):

Pittsbur 9 Unified School DistrictCau~/IOlsmct Code:

07-61788

8upe~¢¢ Dr. Robert New./~l

Total G~n~ Amount Requested for allscheeb:

$1,626,768

Dates of Project Duration:J~y I, 2000 Io June 30, 2002

0ate of Ioc~ g~yernlng board approval:

(~rct¯ Cor~.rJ PemDe" A li~o_e

A~M.q~..2000 Railr__oad Ave..._/. Address..__.__: 2000 Railroad ave.

~t.sburc[JZlp: 94565 IC#F.Pittsburq T~. 9456~

( 473 4230 (92 "’(92~" .... "-

The supednumd~nt axl goveml~ bo~J ~ the LEA s~lmg lhe applcatJon sign onat a~ P~ndrmb inck~ed ~ ~e muicaem.

Maureen Tull)’ 4/13100p~z~l er lyp~l a~ of bocci pre~dem di<, --

DOE 00047659

Immediate Intervention/Underperforming Schools Program (IIJ

SCHOOL APPLICATIONFor II/USP Funding

Name of =l:~Cant s,.,’-’lool:Central Junior High

Co unt’//~l=,~c:/S c~,o oi C~e:

07-61788-6084966

Tot;IS~oolG~AmountR~ue._¢,~:

$377,600

Oates of Fr~iec Cu~tlcn:July 1, 2.CO0 to June 30, 2002

Address. t 1 I I I~roadwn_v. StH r~= 2300I

Cl~. Oakland I 71~ ~4~07(slo) I

I rb~enr.erpr~ ~es’,~aol. co~Phone: §;~2-7707 E-mail:

DOE 00047660

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F’.’rT n ~’j

[Action Plan Team Members’ Signature Page I

Camille Jones,n.,

Denise A. Hawke

"! Lynn M. Hogqatt

Patricia H. Ramirez

Shelley Mahoney

Christopher Franklin

iVlonica Hoggatt

Kim Arcidiacino

Estela IVlajlessi

Rosadelia Detwiler

ir

Jt

DOE 00047661

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P:g.~A Illl.gP Plan du,.’ 1,, h,,ard

F,,II,,’.~, up ,by

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DOE 00047662

PUBLIC SCHOOLS ACCOUNTABILITY ACT OF 1999IMMEDIATE INTERVENTIONIUNDERPERFORMING SCHOOLS

PROGRAM

CENTRAL JUNIOR HIGH SCHOOLCOMMUNITY ACTION PLAN TEAM ROSTER

Parent I Staff TeacherX

X

X

X

X

X

X

-"" DOE 00047663

CENTRAL .R~NIOR tllGH SCHOOL

SCHOOL MI.SSION STATEMENT

The mission of Central Jr. High School is to create a positIve climate where stude,~ts canexperience intellectual, social, and emotional growth in a safe, supportive environment.

There is a commitment to provide an integrated, articulated curriculum that fosters academic andsocial learning to ensure that students become responsible for their decisions as citizens in theircommunity.

Nestled in the foothills, at the base of Mt. Diablo, along the Delta, sits the city of Pittsburg,California. ~at began, as a sleepy fishing village, started by twelve families, is now a bedroomcommunity of over fiRy thousand inhabitants. The city was part of’ an industrial explosion in the latethirties and early forties, which flurried new residents to fill the labor needs of the Steel Mill, chemicalplant, heavy industry, and other endeavors. In the late fiRiea and early sixties, these thriving industriesdownsized, closed, or relocated elsewhere, leaving a minor presence of what was once a "Boom Town."

Today, the city is part of a string of cities along the Delta, which provide labor for hightechnology, finance, and service industries in San Francisco, Alameda County, and other areas of ContraCosta County. Because of the reasonable housing cost, rapid transit, and freeway accessibility, Pittsburgis a very unique city.

Serving a population of 1,188 students in grades six through eight, Central Jr. High School hasone of the most culturally and linguistically diverse schools in Pittsburg Unified School District. Thestudent body consists of 4.7% Asian, 40% Hispanic, 3 I% African. American, 14.4% white, 7% Filipino,2% Pacific Islander, and .09% other ethnic groups.

Students attend school for six hours and fifteen minutes per day, of which five hours and fifteenminutes a~ spent in students engaging in instruction. Literature, writing, history, and language artscomprise a block for sixlh, seventh, and eighth graders. Math and science classes are blocked onalternating days. The primary organizational structure is through teams, and/or multi-grade level"houses." Electives are on a wheel basis for students not involved in instrumental music, leadership, orAVID courses, Computer literacy, Jobs 2000, art, home economics, office skills, and chorus are electiveclasses students enjoy on a quarterly basis.

Three resource teachers provide services to students for one to two periods per day Threeteachers assist students who need a more restrictive learning environment in Special Day Class programs.

DOE 00047664

Sheltered and tra,+sltm.al classes are pro+=ded by b~h.gual a.d SDAIE trained teachers. ELDtanguage developme.t classes, levels one through five. are pan of the instructional progranr A LearningOpportunity class for high-r=sk s~udents with behavioral and ar~e.dance problems is a~a=lable

Ce,t,al has rsvo fidl-time guidance cou,selors who share a grade level, and have anofl~er gradelevel as part of’their strident load. Counselors provide individual and gro.p counseling, teacher support.coordinate health testing, visitation to college campuses, and work ~v~th teachers and Vice Pri.c~pal onStudent Study Teams.

Library services are available through a full-time librarian, and library technicia,

FUNDING AND GOVERNANCE

0

The governance of Central Jr. High School takes on a variety of. Forms: Grade level, curriculumdepartments program, and principal’s cabinet. Title I, Chapter I, and ELAC programs are governed by aschool level plan and a school site council. Parents of" second language learners have an ELAC parentgroup at the site level, as well as a DELAC committee. A dis~ct advisory committee reflectsrepresentation from each school site council.

OUR HISTORY

in 1985, Central Jr. High School had a student p~ulation of five hundred and twenty- fivestudents, two administrators, two counselors, and thirty teachers. Over a fiReen year span, the school hasgrown to its current population of" l,lgg students and fen’y-seven teachers. The district has purchasedfourteen portables to accommodate student and teacher needs, as well as converting a wood shop intothree Special Ed classrooms.

During the last ten years, we have addressed key concepts and ideas contained in "Caught in theMiddle," as well as aligning curriculum based on state frameworks. There has been tremendous effortsmade in teacher training through "Demonstration School Grants" in math, science, and language arts overthe years. Teachers have been provided opportunities access ways of improving their instractionalstrategies and management skills with assistance from consultants from the Bay/u’ea Math project, BayArea Writing Project, West Ecl, Susan Kovalick, Fred Jones, and Quest training. In addition, through thePQR, OCR, and CCR process, other areas have been addressed, such as testing stucle~ts for their Englishlevels. Assistance has also provided through the creation and use of writing rubrics. B’TSA coaches haveassisted with new staff.

Since 1995, there has been a complete turnover in the support staff and seventy-five percentchange in the teaching staff. Some of this can be attributed to the evaluation process, some for personalreason=, but the majority of the eximng is clue to working conditions in the Pittsburg Unified SchoolDistrict. Pay is not comparable to neighboring districts, working environment isn’t supportive, class sizeissues, and the politics of the district are some of.the reasons for such a turnover.

Presently, new staff is provided support in curriculum, learning environment, assistance inclassroom management, etc. through a New Teacher Roundtable. This group is composed of non-tenured staff, as a safety net. Each BTSA coach, mentor, and department chairperson provide trainingand address individual needs in their monthly meetings. Coaches visit rooms a=~l provide opportunities

II

DOE 00047665

for reciprocal teachiz}~ .4,11 staff" participates in staff’de~elopment oJ} mmmlum days to improv¢ theiru,lderstandiu’lg of technology elements of stude~lt ~ rmng, standards and benchmarks.

Pittsburg L/rafted School Distnct passed a school bond measure of" thirty million dollars. Tilemol~e.v is bei~lg used to update all schools m the district. At Central, and all other sites, the nlonev is partof" a plan for improved li~ting, heat/air, electrical, flooring, painting, cable TV, doors, dustless" boards.cabinets, plumbing, Internee access for all classrooms, alld roofing. This is a three and a half‘ milliondollar endeavor for Central Jr. High School

USP GRANT

If funded, the money from the USP grant will be used for staR’development in math and reading.Based on our API, data from surveys, etc.. teachers will participate in training in the following areas:enhancement of’classrooms and school learning environment, better use of technology as an mstructionaJtool, parent education, curnculum alignment, improved school communication with our Spa,ish-speakingparents, and how to better access st~,dent learning and growth.

III

D01~ 00047666

1 School and District Tnformation’ ¯ " . ...... .’r~".’:." "" ~!’..: ’:, !I~’ , ~’. c.~

a. [-,,=rriptmon of" tile " " ’ .l~,l di~::,.’ :

i ab!!.!.l.y repo!t_ .cardjb~ identification of barriers t(, ~mpre’,,~n~,:n:~ ~:, .~,:,ic.:~ ~’.!:~<.’:’~"-’!~1i .......................

. - ... . ,.

C. [denUfication of s[rnte~fie< t n ren~ove crh;:,,.! a~’d cli~:r{,:t I ......"~

¯ d. [nci,isil~n of Schonl and d ~.trl(.t or!me ~t~ ~t ::.~

e.

I-II [’

App. B

App. CApp. D

3. Future Actions to Reach Objectives

,L 5(rate,Jle..;to, ..IH:,’’’:mn’’m’: !’::’"" ;: !’";:’ I’~ ......... ].,2,4,5,6,9,10,14,19,23

) D. Sb.ateg:esrc,nv,,lvn’,~lr:"’"=:"":’l~:" "" 14,17,26,27,28

r. ri’fektiVe alh)r.atmn rf [~q:)UlO"~’: III,V~VI Appendix H

’ d. Effective manageme,~t oF Ill,: :., :~n,,I 14,15,16,17,18............. .. i,

e. Identification nnd d,~veinlm’en: ’’f <.i ~;,~ :~: U:nr.t-’:. q,’: - ".’,it ,h,. ,,I;(I.~rlv,,~c:

.... causes for low ped,}rlj~ance by s’udents I, 4,6,7,9, i0, i i, 17-21, 23,26,27,28

4, Expenditure Plan ........... -- -la. Inclusion of an expen’d’iture plan not exceedina S168 l)e:" ’:’udenidPsrril)in~ how i.... APP. I1

..... Lqc.a.,. st.ate,.and other available funds are used to match [he [!/USi?.funds

O27-29

14-16

I V

DOE 00047667

® hnplenlentalion Grant BudgetImmcdial¢ Intervention/Undcrperfornlin~ Sch(~ols Program-Slate Funds

Fiscal year 2000-2001

Name of District: Pit|sburg U,lifi.cd School DistrictCDS Code: o1-4.,1 ?gg

e

Contact person: Christopher Franklin

~SACS Resource Code: 72.’;5

SACS Revenue Code: 8.’i~ncome Act..__._ ~nt Code: 8590

Object rode

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30O0

4IN)0

6400

j E-mail:iPhone:i92.%l.T;-44.~7 ’ h:m~dul,’.!’~/. ,KI2,ca.u5

Description of Line i~m

Cerlir~ated Personnel Sahu’iesTcach~ SalaryTeacher Stilx’,~l

Employee BenefitsCel"Lificated benefitsC ’lassifiecl benefits

Books, Matedal~ SuppliesBooksMalcfials-~nL clc.

s J~. s.s.s.s.s.s.s~__Scrvk:eJ and Other Operati~ Es~(l~bdiq Tm~J)

Training with co,mllantsTraining, lead by. support providersConfercnc~tmvclTranslator

Ca "tal Omla,i g ui merit) __

Amount ofII/USPFunds

$7.0006.t)lX)

$1,500I,(HK)

S3O.OOO2o,(}0o5.ooo

$5o,ooo30.0~0I0,(~)

1.0(}0

$30.O0O

$1~.~OOTotal Amount Requested

ofMatching

@

DOE 00047668

® Implen~cnt~ltion (;nml Budget

hnmed/ale hm:rvenli¢~n/I/nderl)ert’nrnfin. ,~c w)ols Prosram-Slale FundsFiscal year 2001-2002

i ...........................................r CDS Code: o74~17X,~

I Name ol’Schooh Ccn~I Junior High

tCDS Code: 07-617XX-6!IX4966rI ’ ~ E-mail:’ Contact person: Christopher Franklin t Phone: {~C5}.473-4457

i !: ,,;;!.:,...- . !.,::_L i K 12.~.usSACS Resource Cede: 7255

SACS Revenue Code: 8.’;90Ion-SACS Income Account Code: 8594)

SACS Ohj~ code !Funcdon

Description of’Line Item Amount is(i iI/USP i Amountof"

code Mat~.hin~RJ Funds I Funds

i(JO(I Certificated Personnel SaJariesTeacher Salan- S7,(XX)Teacher Stij~.~ 6.(}(NI I $7.(X)0~ tWkl

4110(I

Employee Bent’fitsCertificated Mnel]tsClassified benefits

SI.50oI.OOO

$30,(~)20.0005.(~)

$50,0C030,0(~)10.000

I.(X)O

Ca itzl Outlay g ui meal S30,000

Total Amount Requested [ S188.8~x)

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The accountability report card lbr this school site xvas notxvritten bx the Pittsburg Unitied School District ror the past

l"exv years. lhe report card l’or the district accountability isnot complete at this point, but a draft has been enclosed.

DOE 00047699

DistrictMission

Statement

C~he mission of I)ittsburg Unified School District--as the~1~. heart el the Delta, continually shaping and energizing

new realities l’rom the wealth of ()ur traditions towards a common

a.~piration--is to develop creative, cdlic’al thinkers ~’ho have the ability

to generate their own choices and determine their own future through

a .~y.~tcm characterized by advanced technology, cultural sensitivity,

lull community involvement, individualized learning and instruction,

and thc cxpcetaUon of per~nal success.

0ittsburg Unified School District serves students in grades

..~rprcschool thrnugh adult education.

In the district, we have one preschool, seven elementary schools,

twt~ iunior high schools, one high school, one continuation high school,

¯ ~nd one adult education facility.

The district enrollment in October, 1998, was 9,402. This was an

increase of 52 students from the previous year.

District

Profile

Ethnic

Breakdown

Shown below is a visual representation of the rich ethnic

diversity celebrated in Pittshurg’s schools.

In 1998/99, 18% of the students were limited English

proficient (LEP). In addition, 12% of our students were special

edueaUon students who were included m regular classroom

activities.

141 (2%)

L~Ino3,421 (~%1

~"~’h¢ District has adopted the California State Content Standards(2.) in English/language arts, mathematics, social science, and

scicn~ to guide teaching and instruction in these core subicets.

Districtwide assessments in reading, writing, and mathematics at

grades I -S were devdoped for implementation in 1999/2000 with

i)ossible assessment.~ for grades 6- i 2 to be developed next year.

Committed to providing each child with text materials for each

~palF2

Climatefor

Learning

In this Issue:

’:~,~wu)ity e~J Par-=nt It,~ven~ ................... 2 ~ r~alltins and Ma~n~. ....................... 2r~-~,~ M/man m~d l~. .............................. I Scarfing ................................................. 5d .~ B~’e~dow~ .......................................... I Student ~d-~e~t and Ser~,,es .......................... 3

DOE 00047700

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{.’I I.ViATI’ I;( )it, ,~II II ~I N’I I .I.AItNIXi;

c(~re subject area, the District ~llocates substantial funds each

)’car to ensure that students have adequate resources for

learning.In addition to profc~ional development during the school

)’car, the District sponsors a Summer Institute providingextended professional dcvelopmcnt for Leachers, aidcs, andparents to expand their learning and teaching strategies inliteracy, English hngn~ge development, effective math, science,and social science instruction, anger management,

differentiated teaching, special education, and other topics.Teachers arc paid for their participation in Summer Institute

classes. Also, teachers seeking to complete credentialrequirements may be reimbursed tuition and additiona~ coststhrough a special grant received by the District.

Ill II?.I{ I(J(;~

Pittsburg Lhificd has appn~ximatcly 1,200 comp.tcrs inclassrooms, computer labs, libraries, ancl offices throughoutthe district. All of the district’s elementary schools have a smallchstcr of resource labs in their library with Intcrnct access.

Classrooms at all schools have been wired and have intcrnetaccess, with the exception of Highlands, Los Mcdanos, Central,and Hillvicw. Highlands and Los Mcdanos elementary schools

have Intcrnct in their libraries with small mini-labs. Both ofthe junior high schools have a large lab of 30 computers.

ensure the educational success of every child requires a concerted

~’° effort from paronts, teacbers, administrators and the community at hrgc

through collaboration.Recognizing the importance of family and community support in student

achicvcment, thc dis~’ict joined thc National Nctwork of partnership 2000 Schools

last school )’car. "l~e Network provides a foundation and process for engaging

parent and community involvcmeat in schools.Thusc sites that followed the model eloscly cxpcricnced a

significant increase in the levci of parent and community

engagement in their schools. Back-to-school nights, Compacts(confercnces), open houses, and Family Literacy and Math

nights attracted a record number of family members.The district has also joined with the City of Pittsburg, Los

Medanos Community Cdlcgc, numerous community agencies,and the faith community to create the Pittsburg Partnershipfor Youth. Thc collaborative works together in planning,

School Faoilities

and

- Maintenanoe

Communityand Parenl;Involvement

organizing, dcvdoping an implementing opportunities in ourcommunity which support student achievement. Activities

include joint staff development, grant writing projects for afterschool and college proparation, enrichment activities forAlternative Education students and their parents, as wcll as a

hainm compact designed to assess uwhat it would take tocrcatc a world dm education system in Pittsburg?

C’(’he schools in Pittsburg Unified School District do not have anasbestos abatement problem. The affidavit affirming this is on

file in each principal’s office.There is a school site plan for emergencies such as fire, earth.

quake, chemical spills, and other civil disasters. A copy is also on file

in each principal’s office.According to our State School Crime Report, our district is con-

sidcred sale and secure for students and staff. This report is available

upon request in the Student Services office at 2000 Railroad

Avenue, Pittshurg, CA 94565.

The following is a summary of major facilities and maintenance projects accomplished during thc 1998/99 school )’car:48LI50

Installation of playground equipment$ 21365 IMtall/r=pair portable buildinga

Repair/replaccmem of HVAC units99,801 Modernmt3oa incremcm and plan dr.si~

3, 3g$,250

gcl=lr/rtplacen~at of rod’s$73,832 Imtall/rtpht~: ~cturity system

297,6S9

62.247 Misc~lhneoua repairs and upgrades401,139

Prim/upgrade building exteriorsRepair/repla= irrigation and turf phy area

23,776

DOE 00047701

Sl uden Achievementand Services

~Seginning in .Spring, 1998, Californiarequired all public schools to test each

student in grades 2-11 using the StanfordAchievementTest, ninth edition (SAT 9). Students

in grades 2-8 were tested in reading, spelling,language, and mathematics. Students in grades9-11 were tested in reading, language,mathematics, history,/social science, and science.

These charts represent the district avenges bygrade level for both Spring, 1558, and Spring,1999.

Average Scholastic AssessmentTcst scores for

high school seniors taking the exam for the mostrecent available three-year period are:

1998 1~7 q966

% Taldag E~am 2S.7 30.4 3e.4

Avg VeCoai Score 462 448 461

Avg MMh Scorn 477 472 461

5O

Spring, "1998, SAT 9 Scores

45

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35

3o

25

20

15

lo

5

o2 3 4 5 5 7 8 9 10 11

Oracle

IBfllading OLltlgql C]MaMI I-ISpel~g ISciencl DI $(xiaJ Sciento I

Spdn~ 1999, SAT9 Scorns

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": . .,. ¯ :. , ....~41

35 :’ ":’~’" : ". : .),, ’. i~:.:..-:. "

35

25

20

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2 3 4 5 s 7 8 9 10 11~,md,

(.:( ]LINNI.I ING ANI ) ,~’I1 II *I:N’I’

.~LII’I’( )RT ,~I~RVI(’I:,~

~dusre are eight secondary coumdors and one Opportunity

counselor in the Pimburg Llnilled School District.This represents a student/counselor workload of 585 to ! for

regular education students.Students also receive services of:

¯ s~.~,,d h~nZ ~¯ Resowee ~ x, rving special edua,~o, snxlenu¯ Ubnry tec~icim¯ F..SL teadm" serving students both in and out of dammom

* psyc:hologist¯ Chapter I Instructional Aides¯ Vice Prin~pal¯ Resource Manager¯ Adaptive PE Spetial~¯ Special D~’ CI.us

,%II II )l-:xr .~I II NI ~..U~I "1

~tudent avenge daily attendance for 1998/99 was 92.04%.(?¢ou: With the passaF of .~B 727 in 1997, dacnc~a ore no Ions~rr

factored into student aumdonce fisures aartm8 ruth ~ 1998/99school year.

The drop-out rate for the district for 1997198 was 2.4%.The state average drop-out rate for the same period was 2.9%.

I I, ~MI ~?,t )XI~"

(,.C~LLI: District Homework Policy 6154 (Board.ach)pted 1979)

Ih)mew.rk ,s c.nsiden:d advi.~hie in .nler to furth.:

greacr sch.l.~,tw achi~vcmem. ! h,.,cs~urk sh,mld ha~: a dirt,,¯t

rcialica~hip t(i, the i.~ructio,,-q prt~ram md might be eith-:of a drill or ,~,ative nature, At no time d~uuhl lu)mcvmrk I~.

,reigned a~ "hu~’ work" ~.r ~ p.nislu.cat f.r mi.~havior.

DOE 00047702

Expenditures

and Services

Offered

General Fund Expenses

,.{~n 1998/99, the Pittsburg Unified School District had a General Fundbudget of $48,300 622, which c.merts t. a per pupil expenditure of

$ 5,137. This represents an 8% increase in funding over the previous year.Expenditures are all,cated as shown belos~, as wull as the 1997/98 statewide

a~’erage of the percentage of school dis, riot expenditures allocated tbr salariesof teachers and salaries of administrative personnel compared to 1998/99 dis.

trict averages:

: ’ |]lllelldllurll Allllliloll~l~,iillrlel ,

.Amla., +’ ,

":)~,~¢~ :!f "./: :~ ....?:.~ .. I ""’ ,¢,.~+.;:. : .- .+.. +,. . ...,

I .(+)+t+.’[L+!LY .Fl:lNps

~pe District received $1,185,741 in lottery funds which

rovidcd such things as technology equipment and furni.ture for schooh.

(__’,,.yy_0it;_{?lu.t)u I;U.~I):~

pcttSburg Unified School District received the followingtegorieal funds:

hdc l: $1,697,453, which prodded low acSicving students withclassroom instrucflonM aides, instru<xional materials, and m~fdevelopment.

litle II (l:i.wnA,.,’,’r~: $52,351, which prm’idcd the district withstaffdcvclopmcnt in math and ~encc.

Iifle I I’(’liAa’¢. I Iw I’~’l.,.m r,,. I’.dm ,a i.n): S4~,244, which providedYouth Awarone.~ md Parent bam~lvement prognmu.

7"id,~ l’h S653"36, which provicl4:d all studen~ with new libraryboolQ.

St,.e t’,mpenm,,,9" IGlu,,,a,,,.: S202,4.53, which provided twoelemmtar~ schools with iam-uctiond materials, c.hssroomnmmriah, ~ aides, and st;dI’devdopmcm.

l~’,,.omm I,~T.~,’~ .1ul ¢1 im,ed I:n,lh.4~ I’r,,Iw,,’.,l: $472,390, whichprovided 1,707 limited English speaking students spceiallstteachers, ela.mom aides, and specialized materials for helpingthe students learn -English.

~,h,~,l/mpmr,’m,’., Prm, lr,,.,: S563,823. which provided 6,889studmts with a waricty of services and,g’tivitics to help upgraded’~c overall quality, of the schools.

le,.h t;r,+d,. ,",,,,,v+dmq: S 14,984, which provided "at risk" juniorand senior high students with special counsding servicta (i.e.,counseling advisory Ihonidetsl, home visitation for truantstudenu, student information packets on career day, parentadvisories in e~urm and credit mquirtments).

.~l~’i,,I fidu,;ui, m: S~e,847,487, Which pmddcd I, I I I studenc~ sdthdisabilities a variety of special education programs md scr vices,including spcci~d day classes, resource specialist pro~ams,

therapy, adaptive ph),si~ oduradon, non-public schoolservices, faransport~on, and contrac~ oeeuL~tion~ therapyand nursing services.

.~tll’l’l lu~.thN’l~.U (.’Xll..t ;( )All "AI ]q INI )S

k.~n addition to the above, 536,724. in supplementalcategorical funds provided the following for the district:

¯ GiFted andT£ented Program¯ Classroom Music Instruction¯ SBI852 California Profc.’.’.’monal Developmeat Program ~high

school)¯ Mcnr~r Teachers¯ Adaptive PE¯ Counseling

Kindergartentst. 3rd Grade4da- 5th Grade6th- 8th Grade9th. 12th Gr:gle

31:120:113:1

"33ii"30:1

DOE 00047703

¯ Staffing C)(~toe Pittsburg Llnificd School l)istrirt kas the follm~’ing cornl)arisons of district salariesthr county and state ascragcs:

e

~’~istrict stilt consists of:Tcicharl: 668 (30 with emcrgenc)’ crcdaltills)

Sc~ct,mes: 19 Cimpussupcrvbors: 8

School derks: 19 Instructional ides: 65

C,,,todims: 42 Libra/Technicians: 8

Cafcteriaworkm’s: 28 Administrators: 17

177~_L~9__..Mi-:g!;!o R T~-a.o ,{,is

K~ Barrett ..~ooc~

~mnie Oawma Foothill

l~=.ci~l~ msTa~ D’^lrom Food~ll

Ralph deVri= l-ti~i=~hSandi Dias Los Meclmm

Ch¢~l Duran Los Mcdmo=Bey Ervin C~tu’al

taari¢ H=lcy Ccnt~=l

Wcndy Jonas Los Medanos

Jan Kuhl HillviewPaul Lindeman PHS

pauh McNaUy Los MedanosSteve Porter Hillvicw

Yvonne Ruiz-Hunter Park~ide

New To=her Support

ITI md Nc~T¢~.r Support

New Tea~r Support

New Tcad~’.r S,ppor tl.iicracy

Tcd~ololy/Sl~ci~) Ed

Classroom ManagementITl/NewTel.’her Suplmrt

AVIDINew Teidlcr Support

Brlin-hiscd Lcirning

NcwTehr Support/PrcpTchrs

AVID/New "lLad~.r SupportNew’reacher Support

I"11/New Tcachcr SupportNew Tcachcr Support/Vkko

Nc~v Tcachcr Support/ESL

I’I::WIII R livAI IIKI’I(iN AM) ( )l’l’(llt’rllNN]liS

I.( )R I)Ri II’l..kh!{ iNAI I~ll’lt~ iVl I%41:NT

//7111 teachers and staff in the Pittsburg Unified School

L/t,District are evaluated at least every two years by a

supervising administrator. All probationary ~chers (teachers

with one to two years district experience) ar~ evaluated once

a year by their immediate supervisors. Permanent non-

management employees are evaluated every other year.

Evaluation proccdurc~ cover four arcu: (I) standards, (2)

classroom management, (3) instructional tedmiques, and (4)

interpersonal rchUonships.

Teachers who require improvement arc liven prffessiomd

grmvth opportunities with the assistance of the site adminis-

trator.

.~1111’~1 fll Ifl TI: .~( "111.R .~I.RVI(’I.k

C’(’hc district actively recruits substitutcs. Currcndy, 4.2~L~qualificd substitutes are on thc district roster. "l’hc

unavailability of substitutes has occurrcd during periods of high

teacher ab.,ence duc to ilh~.-ss. On any given day, we try to

limit our districtwk|e stall" development activities.

In situations where a suhsutute Ls not avaihble to cm’cr a

particular assignment, the principal will arrange for coverage

by other .site level certillcated personnel.

DOE 00047704

0

P

r

]’rying to do too much Jess ~cll has diffused stafl’cnthusiasm

School culture has been negatively impacled b.v the lack of consistentimplementation ofa schooh~ide discipline plan.

Parental apathy exists in our home-school connections. As a result, Ihere is poorcommunication between parents and teachers.

The high rate of stafftumover contributes to inconsistency in progTam quality.

District/staff negotiations contribute to low staff morale.

Vehicles lbr effective communication and opportunities for "voice" in the decisionmaking process with the district about curriculum projects, practices and proceduresare not clearly defined to support the work of the school.

Long-range district plans ,,ire not clearly articulated.

Students arc not taking responsibilib’ for their o~ learning. Low levels of studentvoice may be a contributing factor Io lhe lack of student motivation in acceplingresponsibility for their academic achievement¯

Staffattitudes and biases contribute to the gap in high expectations tbr "all" students.

The use of standards and benchmarks across the school arc not clearly articulated as a"best practice", and as a result content is not aligned.

Assessment of aeademic achievement has been hindered by a lack of systems foraccountability of students and staff,

Understandings and knowledge of cultural differences, learning styles and individualneeds contribute to the gaps in delivery of the instructional program,

Organizational confib, urations of communities of learners are not effectivelyfunctioning; i.e. groups of students and their learnings and behaviors are notarticulated from one community to the next.

0 "3il/USP a,_O00

...... DOE 00047705

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The strategies to overcome the identified barriers can befound in our action plans. They address proti~ssionaidevelopment, collaboration, data collection, assessment,multiple and varied instructional strategies, as well aspartnerships that the site will join in with the parents,students and the community.

DOE 00047706

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DOE 00047707

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DOE 00047708

DOE 00047709

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DOE 00047710

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DOE 00047729

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DOE 00047730

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DOE 00047731

Description of how local, state, and other funds will match the Ii/I.iSP

funds.

The budget was prepared to show that in each categoD:, Title One fimds as

well as some SIP and LEP funds will be used to match the funds the site isrequesting. The funds will be used primarily to support professionaldevelopment, stipends for teachers to attend training and workshops that willsustain the kind of change being looked at. The second greatest amount offunds will be used to purchase materials needed to make the change that isbeing anticipated. The final amounts of money are for staff to support theefforts towards change.

0

¯ DOE 00047732

Description of short-term objectives that will assist in providingprogress toward growth targets as ~pecified in the Academic

Performance Index

All students will improve their SAT 9 scores by 15 points over the hvo-year

time, 2000-2001 and 2001-2002, due to¯ Students becoming more proficient readers when measured against

grade level expectations.¯ Math proficiency of all students moving towards mastery as

outlined in the Department of Education Standards and

Benchmarks., All students becoming proficient writers, across the curriculum.

O

DOE 00047733

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DOE 00047734

DOE 00047735

DOE 00047736