ca01902259.schoolwires.net€¦ · single plan for student achievement . brawley union high school...

SINGLE PLAN FOR STUDENT ACHIEVEMENT

BRAWLEY UNION HIGH SCHOOL CDS Code: 6 3 0 8 1 1 3 3 1 4 0 4

Brawley Union High School District

Date of this revision: September 2011

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001, and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement. Contact Person: Simon Canalez Position: Brawley Union High School Principal

Telephone Number: (760) 312-6085 Email address: [email protected]

Brawley Union High School Single Plan for Student Achievement 2011-12 School Year

2

Mission Statement The mission of Brawley Union High School is to challenge and empower all students to graduate as self-directed, productive citizens who are effective communicators, critical thinkers, risk-takers, and lifelong learners. This will be accomplished through a partnership between a qualified staff and community shareholders.

School Beliefs We believe that all people have worth. We believe that all children can learn and succeed. We believe that all children need love, support and structure to nurture their potential. We believe that the family is responsible for providing the foundation for learning. We believe that we have the ability to choose the direction of our lives and are responsible

for our own choices. We believe that acknowledging our spirituality as human beings give us strength.

Expected Schoolwide Learning Results

Career Preparation Students will acquire employability skills through:

*Goal setting and organization *Daily attendance and punctuality

*Communication skills development *Extracurricular involvement

Literacy Students will value and demonstrate proficiency in:

*Reading *Writing *Listening *Speaking *Technology

Analytical Skills Students will exhibit proficiency in:

*Critical thinking *Problem solving *Risk taking *Mathematical application

Standards

Students will exceed district and state standards in: *Core classes *Electives

*Vocational studies *Career technical education

Social & Personal Responsibility Students will expand their personal development in:

*Social, emotional, and physical well being *Community involvement *Teamwork

*Appreciation for cultural diversity


3

School Profile Overview Brawley Union High School (BUHS) is the lone comprehensive high school within the Brawley Union High School District, that also includes a continuation high school and a community day school. Brawley Union High School is located in the northern portion of the Imperial Valley in the city of Brawley. The Brawley Union High School District serves the cities of Brawley and Westmorland, as well as unincorporated county territory. The school is located 70 miles south of Palm Springs and 121 miles east of San Diego. The total population of the city of Brawley is approximately 23,963. The school was founded in 1908 and served as a high school and junior college during its pioneer days. Since then BUHS has undergone several renovations. The most recent renovations, funded by the Measure T Bond, were finalized in 2007. The United States Census reports that the most prevalent occupations in the community were agriculture, social service work (including education) and government agency work (including law enforcement agencies). The community is impacted with a relatively high unemployment rate, currently 30.1%, compared to the national average of 9.5% and state average of 12.3%. The income per capita is $11,757. The median household income is $38,948. Currently 54% of the population in Brawley lives in a household with an income less than $35,000. Roughly 42% of Brawley residents live at or below the current poverty line for a family of five. The staff at Brawley Union High School seeks to empower all students to become productive citizens. This is accomplished through an evolving educational platform that utilizes effective teaching strategies and programs that benefit today’s high school students. The staff engages and fosters a learning environment that is both effective and meaningful to each student. In 1998 the community of Brawley continued to show its support of BUHS by passing a 10 million dollar bond entitled, Measure T. With the bond and other funds from the school, BUHSD spent over 21 million dollars that funded renovations including modernized classrooms, the construction of a new gymnasium, a new cafeteria, and a multipurpose facility. The final phase of production was the multipurpose facility which opened its doors in the spring of 2007. Brawley Union High School operates on a traditional calendar, serving grades nine through twelve. It also features an alternating odd/even block schedule. During the 2010-2011 school year, Brawley Union High School had an enrollment of 1656 students. Of that number 84.7 % of the students were Hispanic, 11.8% are White, 2.0% are African American, 0.9% are Asian, 0.3% and 0.1% are in other categories. Title I The school operates on both a School-Based Coordinated Program and a Schoolwide Title I program under No Child Left Behind and receives state and federal funds to ensure that all students receive additional support to achieve both state and federal mandates. Brawley Union high School was awarded the Title I State Academic Achievement Award in 2007. This award is given to Title I schools that have met their target growth numbers for both their Socioeconomically Disadvantaged and ELL students for the previous two years. English Language Learners Students classified as English Language Learners based on a home language survey and the CELDT test receive special support services at Brawley Union High School. The school’s English Language Development (ELD) Program includes: primary language core classes, ELD classes, and in-class instructional aides. Students additionally receive ELD instruction in a “sheltered immersion” environment where they are integrated into the English-speaking classroom as much as possible. Teachers who work with ELD students have earned certification in Specially Designed Academic Instruction in English (SDAIE), Cross-cultural Language and Academic Development (CLAD), and/or Bilingual Cross-cultural Language and Academic Development (BCLAD). Special Education The Special Education program provides students individualized educational services based on student needs. The special education teachers belong to a content area and collaborate with the teachers among that core department. The teachers provide specialized instruction while ensuring that access to content standards and CAHSEE curriculum is available to the students. The program offers academic support in the general education and special education settings. The students’ progress is monitored by their assigned case managers and the Director


4

of Special Education, who provides teachers with assistance to better serve the needs of the students. The program monitors and evaluates the students’ progress and evaluates the services provided. They conduct Individual Education Program meetings according to specific timelines to ensure students continue to grow, advance toward graduation, and prepare for their post-secondary goals. Each special education student also has an Individual Transition Plan to establish preparation for their career and/or post-secondary education. While involving outside agencies such as Imperial Office of Education, Special Education Local Plan Area, Department of Rehabilitation, San Diego Regional Center, Imperial Valley Behavioral Health, Imperial Valley Regional Occupational Program, and Imperial Valley College, the Special Education program strives to exit students prepared to enter the college setting and/or pursue their career of interest. Confidential information sheets that include present levels of performance, accommodations, and modifications are given to all teachers who teach students with special needs. Gifted and Talented Education The Brawley Union High School District recognizes that students with special gifts and talents require a more challenging curriculum and instructional program. Previously identified GATE students have the opportunity to enroll in the Honors program; mainstream students who perform well in core courses and demonstrate the need for further enrichment and rigor may also enroll in honors classes. Honors classes are offered in all core content areas, as well as foreign language. The curricular program embedded in the honors courses maintains the expectation that students will meet and exceed the California State Standards and receive the necessary preparation to transition into Advanced Placement courses. Brawley Union High School has made an effort to articulate with the junior high schools in order to better assess incoming 9th graders in the core content areas and identify possible candidates for the honors program. By increasing enrollment in honors classes, students are better prepared for college level coursework in the 11th and 12th grades. High-achieving students are encouraged to enroll in Advanced Placement (AP) courses. The following Advanced Placement courses are offered at BUHS: Biology, Calculus, English Language and Composition, English Literature and Composition, Environmental Science, Spanish Literature, World History, and US History. Career Technical Education BUHS additionally offers opportunities for students to explore various career options in order to make a smooth transition from high school to productive, rewarding employment and become lifelong learners. The classes continuously connect students to business options. They participate in career exploration, job shadowing, guest speakers, field trips, and many more work-based connecting activities. In addition to preparing students for post-secondary educational programs at colleges and universities, BUHS articulates with MESA, Imperial Valley College (Upward Bound), California State San Diego, and Talent Search Program. The Imperial Valley Regional Occupational Program (IVROP) is a public education service which provides free, practical hands-on training, career guidance, job placement assistance and other supportive services to youth and adults. IVROP, one of 74 ROP’s in California, is a joint powers entity formed by the Brawley Union, Calexico Unified, Calipatria Unified, Central Union, Holtville Unified, Imperial Unified and San Pasqual Valley Unified School Districts, and the Imperial County Office of Education. IVROP provides training to acquire entry-level jobs, update/improve job skills, prepare for advanced training and education, prepare for a college major, earn credits towards high school graduation, and earn a certificate of demonstrated competencies. There are no fees or tuition for instruction. All IVROP classes are open to any Imperial County resident regardless of race, sex, religion, national origin, handicap, or income level. The ROP classes offered at BUHS vary slightly each year. Many of the core programs remain in place and offer rewarding opportunities to students who seek experience in certain career paths. Students also have opportunities to experience IVROP programs offered at different locations via a transportation system. Below is a listing of current IVROP courses at BUHS. COMMUNITY OFFICE OCCUPATIONS –This course prepares students for entry-level jobs as office clerks, receptionists, and clerk typists. Through a combination of classroom theory and practical experience, students learn or upgrade office skills and procedures, use reference materials, file, improve telephone skills, learn machine calculation, and keep simple business records. This class is articulated with Imperial Valley College. COMPUTERIZED OFFICE SYSTEMS –This course prepares students for entry-level jobs in word processing and computer operations. Students will receive training in word processing, data entry, electronic spreadsheet and data


5

base management applications. Specifically, students learn Word, Excel, PowerPoint, Quickbooks, and other programs. The 540 hour course is articulated with Imperial Valley College. GENERAL CONTRACTING – This course is an introduction to the construction and building technology program. Instruction includes safety, tools and machines, terminology, specialized skills, planning and design, blueprint reading, construction and manufacturing standards. CONSTRUCTION AND BUILDING TECHNOLOGY – This course provides instruction in construction and building technology occupations. The hands-on training includes all components of building a house. Employment possibilities include construction laborer, carpenter and maintenance. GRAPHIC DESIGN – This course provides instruction in basic design concepts, layout techniques, image editing, color enhancements, web designs and animation. Instruction will include the creation of documents and projects in applying learned techniques. GRAPHICS/DESKTOP PUBLISHING – This course provides entry-level skills in publishing and graphic communication. Instruction will include state-of-the-art typesetting, designing with type, paste-up and print shop techniques. LANDSCAPE DESIGN, INSTALLATION AND MAINTENANCE – This course trains students in practical experiences which involve planting and maintaining turfs, plants, shrubs, trees, and other devices which help beautify residential and/or commercial grounds. Students learn techniques of landscape design, ground preparation, and ornamental horticulture. They also learn how to design, install, and maintain automated water and light systems. NURSING ASSISTANT –This course trains students for entry-level placement in health service occupations. Students study a broad curriculum from a survey of medical occupations, to prevention, treatment and rehabilitation practices of diseases. Students are taught professional ethics and patient relationship skills in a classroom setting and make practical application in a medical facility. RETAIL TRADES/MARKETING – This course provides students with an opportunity to develop communication skills for personal success in the retail industry. Students will develop good work habits and attitudes. Students are taught to be good cashiers, how to handle shipping and receiving issues, how to stock inventory, and improve customer relations. STAGING AND THEATER TECHNOLOGY – This course includes instruction in set construction, using tools, technology and techniques specific to the theater. Topics include set/scenery design, lighting, sound, stage management, and use of computer technology. Students learn safety rules and regulations, use of hand and power tools, basic set construction, general understanding of theater as collaborative art forms, understand the elements of running a rehearsal show, basic lighting, and basic sound equipment operations. The following table indicates how many Brawley Union High School District students were involved in an on-campus IVROP program. WELDING – This course includes introductory instruction in welding. Topics include safety, measurement, arc welding, the oxy-acetylene process, and welding projects. Parent Involvement BUHS values parent involvement and understands its role in improving student achievement. Parent University Leading Students to Excellence (PULSE) is a parent involvement program that teaches parents how to be an active participant in their child’s education. This program is particularly effective with our Spanish-speaking parents in helping them understand the educational system in the United States. In the interest of fostering additional communication opportunities between the Brawley Union High School administration and parents, a Parent Advisory Committee (PAC) was formed during the 08/09 school year.

Accountability Report Card Summary

Pupil achievement, and progress toward meeting academic goals: Brawley Union High School participates in California's mandatory Standardized Testing and Reporting Program (STAR). The California Standards Tests (CSTs) aid in determining the level of individual student comprehension and knowledge of skills required by the California Content Standards for each grade or course. Students at BUHS were tested in English Language Arts, math, science and social science. In addition, beginning with the Class of 2006, all students have to pass the California High School Exit Examination (CAHSEE) in the areas of English Language Arts (ELA) and mathematics. Some BUHS students with special needs also participate in the California Alternative Performance Assessment (CAPA).


6

To obtain accurate and valid measures of educational progress, Brawley Union High School offers students multiple opportunities to demonstrate what they know and are able to do in various disciplines of the school curriculum. In addition to District-developed assessments, the State and Federal governments have set standards for student achievement. The school’s progress in meeting or exceeding those standards is measured through the results of testing and other criteria.

Expenditures per pupil and types of services funded: For the 2009-10 school year, Brawley Union School District spent an average of $8,320 to educate each student. The figures shown in the table below reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and compared with other districts statewide.

Current Expenses of Education Per Student

2009-10 BUHS All High School Districts All districts $8,168 $8,750 $8,452

The quality and currency of textbooks and other instructional materials: Brawley Union High School sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school’s instructional program. Each student is provided his/her own individual textbook in all core subject classes with the exception of a few science classes. All textbooks and instructional materials used within the District are aligned with the California State Content Standards and Frameworks and have been approved by the Board of Trustees. In their classrooms, students also have access to experimental kits, manipulatives, workbooks, films, videotapes, classroom libraries and supplemental Internet instruction such as California Streaming. According to district policy, textbooks can be adopted every five years, as needed. Selections are made by departments after considering student needs, district curriculum, and state content standards and recommendations. The Brawley Union High School District Board of Trustees provides final textbook approval. The school's Library Media Center is stocked with over 20,000 circulation books and 2,500 reference books that are available for students to check out. The center contains a large collection of video and audiotapes for classroom use that tie into curricular areas of study. Computer resources within the library are connected to the Internet so students are able to access resources and information on-line to improve their research skills. The school has four general-use computer labs and four dedicated computer labs. The labs consist of approximately thirty computers each with educational and application software programs installed. In addition, each classroom contains an average of one teacher station. Software installed in the school’s computers include programs to develop critical thinking skills, technological skills, literacy skills, presentation skills, and mathematical proficiency. The availability of qualified personnel to provide counseling and other pupil support services: BUHS offers extensive counseling and support services for every student. Counselors are available daily to students by appointment or on a drop-in basis. The guidance program focuses on academic counseling and providing information on colleges, careers, and military service. All students review annual progress toward graduation, course planning, college and financial aid information and career planning. All counseling services at Brawley Union High School are supervised by site administration and the Lead Counselor. Counseling and support staff includes the following:

.5 EL support liaisons - bilingual 4 grade level counselors- bilingual


7

1 Migrant counselor - bilingual 1 lead counselor/attendance 1 career specialist 1.5 school psychologists –bilingual .5 speech therapist 1 ROP guidance technician 1 director of athletics 2 library/technology/bookroom facilitators 1 health aide 1 director of student activities 1 computer technician

In addition, 7 instructional aides serve special needs students and English Learners and all of these paraprofessionals are bilingual. The safety, cleanliness, and adequacy of school facilities:

BUHS provides a safe, clean environment for students, staff and volunteers, which promotes productivity and stimulates learning. School facilities include 88 classrooms, a cafeteria/multi-purpose room, 2 gymnasiums, fitness center, library media center, performing arts center, music room, and a family resource center, which are all up-to-date and provide adequate space for students and staff. A team of custodians and groundskeepers ensure classrooms, restrooms, and campus grounds are kept clean and safe. A scheduled maintenance program is administered by the BUHSD custodians to ensure that all classrooms and facilities are maintained to a degree of adequacy that provides for good learning. During the November 1998 election, the BUHS community approved a $10 million bond for the district to accomplish some much-needed projects. Eight years after the Measure T bond approval, the district has completed all of the planned renovations and new projects. All visitors are required to report to the office for permission to be on campus. Students are to remain on campus during school hours, except at lunch when they can leave campus for their lunch period. BUHS employs six campus supervisors who assist administrators and staff with campus supervision before, during and after school, and during other school activities. Safety of students and staff is a primary concern of BUHS. The school is always in compliance with all rules, and regulations pertaining to hazardous materials and state earthquake standards. The school has a thorough disaster plan and practices fire and earthquake drills on a regular basis. The School Site Safety Plan was implemented in the 1999-00 school year and is revised and updated by the Safety Committee annually. The Safety Plan includes emergency routes, maps, and emergency procedures such as Fire, Earthquake, Attacks, Lock-Down, Egress and Ingress procedures, and other important procedures to keep the students and staff safe and secure.

The adequacy of teacher evaluations and opportunities for professional improvement: All teachers within the district are evaluated on a regular basis. Tenured, certificated staff are formally evaluated biannually. Probationary teachers are monitored and evaluated annually. Numerous informal observations, conferences, and collaborative strategic planning sessions occur between formal evaluations. Evaluations are conducted by administrators that have been trained and certified for competency to perform teacher evaluations. Staff development is a primary focus of BUHS leadership. Five days are set aside each year for professional development training. BUHS administration and staff have been involved in developing and modifying the staff development that is provided each year. This staff development has concentrated on the following:

Aligning curriculum to California State Standards and analyzing test data Developing lessons appropriate to the longer blocks of teaching provided by the block schedule. Developing content and performance standards based on the Expected Schoolwide Learning Results (ESLRs). Preparing for administration of the STAR exams. Implementing state content standards.


8

Focusing on raising CST, CAHSEE, CAPA, CELDT, PFT, and other standardized test scores, aligning school curriculum to state content standards.

Development of common assessments. Data Analysis and disaggregation. Promoting academic achievement for English Learners. Direct Instruction.

Classroom discipline and climate for learning, including suspension and expulsion rates:

Traditionally, Brawley Union High School has had a strong and clear code of citizenship. Each new school year, the high school distributes a student handbook to students and parents in which the code for student conduct and discipline is clearly stated. Students are held accountable for attendance and tardy policy expectations. In addition, all returning students and new students receive a special orientation, which outlines the expectations for student behavior. The Discipline/Safety committee meets regularly to refine the policy that designates the campus to be weapon, drug, and tobacco free. Counseling department newsletters, frequent parent advisories, parent meetings, and educational forums act to keep many stakeholders aware of new and continuing programs. There is a high level of student support at BUHS including a daily tutorial period. Tutorials allow students to visit teachers for extra help and make-up work. The Gear Up program provides support to college aspiring students. Low achieving students in the 9th grade are exposed to support classes that help build basic academic skills, improve student achievement and behavior on campus. Student membership in decision-making committees such as the School Site Council, and the Discipline/Safety Committee allows students to stay actively involved in shaping the direction of the school. BUHS has an attendance policy, which is monitored closely, strictly enforced, and applies to unexcused absences, tardies, and excessive absences. Saturday School is available and attendance required as "make up" for students with untimely, unexcused, and/or uncleared absences.

Suspensions and Expulsions – Actual Case Numbers

Suspensions

2008-09 2009-10 2010-2011 318 399 358

Expulsions 21 9 3

Brawley Union High School 2010/2011 School Year

Data Analysis No Child Left Behind Act (NCLB) The NCLB Act of 2001 requires all districts and schools to demonstrate Adequate Yearly Progress (AYP), with an eventual goal that 100 percent of all students are proficient or above in reading/language arts and mathematics by 2013-2014. Adequate Yearly Progress (AYP) Under AYP criteria adopted by the State Board of Education, California districts, schools, and numerically significant student subgroups within the district and schools must

1. Demonstrate a 95% participation rate on assessments in ELA and mathematics 2. Meet Annual Measurable Objectives (AMOs) in English language arts and Mathematics 3. Demonstrate progress on the Academic Performance Index (API) 4. Demonstrate progress on the graduation rate of its students

(The CDE uses the results of the CAHSEE to establish the percentage of pupils proficient or above in ELA and mathematics. Separate cut scores have been established for both the ELA and mathematics portions of the tests. These cut scores do not correspond to the passing scores on the CAHSEE (350); instead, they reflect the more rigorous CST performance levels. The cut score for proficient or above in ELA and mathematics is 380.)

BUHS 2011 CAHSEE Summary

School Tested

or Passing

Subject All Students Special

Education Students

English Learner (EL) Students

Redesignated Fluent-English

Proficient (RFEP) Students

Socio- economically

Disadvantaged

Not socioeconomically

Disadvantaged

Brawley High # Tested Math 441 18 96 97 288 151

Brawley High Passing Math 384(87%) 3 (17%) 75(78%) 88 (91%) 241 (84%) 142 (94%)

Brawley High # Tested ELA 441 18 95 97 286 153

Brawley High Passing ELA 367 (83%) 4 (22%) 49(52%) 89 (92%) 222 (78%) 143 (93%)

Location Tested

or Passing


Education Students




Socio- economically

Disadvantaged


Disadvantaged

DISTRICTWIDE: # Tested Math 460 20 102 101 301 156

DISTRICTWIDE: Passing Math 393 (85%) 3 (15%) 78 (76%) 90 (89%) 247 (82%) 145 (93%)

DISTRICTWIDE: # Tested ELA 461 20 101 101 300 158

DISTRICTWIDE: Passing ELA 378 (82%) 5 (25%) 52 (51%) 93 (92%) 229 (76%) 146 (92%)

Location Tested

or Passing


Education Students




Socio- economically

Disadvantaged


Disadvantaged

COUNTYWIDE: # Tested Math 2782 160 900 794 1881 745

COUNTYWIDE: Passing Math 2,239 (80%) 40 (25%) 555 (62%) 751 (95%) 1476 (78%) 658 (88%)

COUNTYWIDE: # Tested ELA 2798 165 906 798 1885 754

COUNTYWIDE: Passing ELA 2172 (78%) 41 (25%) 434 (48%) 772 (97%) 1,384 (73%) 683 (91%)

Location Tested

or Passing


Education Students




Socio- economically

Disadvantaged


Disadvantaged

STATEWIDE: # Tested Math 473,439 36,424 67,206 97,865 249,009 188

STATEWIDE: Passing Math 391,523 (83%) 14,594 (40%) 37,531 (56%) 90,196 (92%) 189,992 (76%) 171,737 (91%)

STATEWIDE: # Tested ELA 475,842 39,005 68,082 97,770 250,277 189,333

STATEWIDE: Passing ELA 391,975 (82%) 15,289 (39%) 30,097 (44%) 91,583 (94%) 187,739 (75%) 174,055 (92%)


http://cahsee.cde.ca.gov/ExitProg3.asp?SearchKey=Brawley+Union+High&cSelect=1363081%5e--%5eBrawley+Union+High%5e-000&cLevel=District&cYear=2009-10&cChoice=ExitProg3a&cAdmin=C&tDate=000000&cGrade=10&Pageno=1

http://cahsee.cde.ca.gov/ExitProg2.asp?SearchKey=Imperial&cSelect=13%5eImperial&cLevel=County&cYear=2009-10&cChoice=ExitProg2a&cAdmin=C&tDate=000000&cGrade=10&Pageno=1

http://cahsee.cde.ca.gov/ExitProg1.asp?cLevel=State&cYear=2009-10&cChoice=ExitProg1a&cAdmin=C&tDate=000000&cGrade=10&Pageno=1

BUHS 2011 AYP Criteria Summary

AYP Components Met 2010 AYP Criteria? 1. Participation Rate (Eng./Math) Yes 2. Percent Proficient (AMOs:Eng./Math) No 3. API as additional indicator Yes 4. Graduation Rate Yes

1. 2010 Participation Rate

Significant Subgroup Participation Rate Target Met Criteria? Schoolwide 98% 95% Yes

Hispanic or Latino 98% 95% Yes Socioeconomically

Disadvantaged 98% 95% Yes

English Learners 99% 95% Yes 2. 2011 Percent Proficient (AMOs)

English Language Arts Significant Subgroup Percent Proficient Target Met Criteria?

Schoolwide 60.0% 66.7% Yes (SH) Hispanic or Latino 56.2% 66.7% Yes (SH) Socioeconomically

Disadvantaged 51.8% 66.7% No

English Learners 34.0% 66.7% No

Mathematics Significant Subgroup Percent Proficient Target Met Criteria?

Schoolwide 53.1% 66.1% Yes (SH) Hispanic or Latino 50.0% 66.1% No Socioeconomically

Disadvantaged 45.2% 66.1% No

English Learners 36.5% 66.1% No

3. 2011 API as Additional Indicator BUHS API

API Growth Met Criteria? 757 38 points Yes

4. 2011 Graduation Rate (Not currently available)

Rate for 2010 Class of 2008-2009

Rate for 2011 Class of 2009-2010

Met Criteria?

81.76% 84.21% Yes


Conclusions from Student Performance Data: Schools, LEAs, and the state must meet all AYP criteria in order to meet federal NCLB accountability requirements. Currently, the consequences of not meeting AYP criteria apply only to those schools and LEAs that receive federal Title I, Part A, funds. Schools and LEAs that receive Title I, Part A, funds face NCLB PI requirements if they do not meet AYP criteria. PI is a formal designation for Title I-funded schools and LEAs. A Title I school or LEA is identified for PI if it does not meet AYP criteria for two consecutive years in specific areas. If a school or LEA is designated PI, it must provide certain types of required services and/or interventions during each year it is identified as PI. A school or an LEA is eligible to exit PI if it makes AYP for two consecutive years. BUHS is a Title 1 school. BUHS had overall 10th grade Census CAHSEE passage rates of 87% in Math and 83% in English. Both of these rates meet or exceed county and state passage rates. However, BUHS failed to meet percent proficient growth targets for all subgroups in both English Language Arts and Mathematics. Remember, the AYP consists of data gathered from the CAHSEE taken by sophomores during the March 2011 census. CAHSEE percent proficient rates increased during the 10/11 schoolyear but fell short of the AMO rate. The Hispanic, Socio-economically disadvantaged, and English Learner subgroups did not meet safe harbor criteria. While our CAHSEE passage rates exceed 80% by sophomores, the AYP is calculated on the percentage of students who score 380 or above. A student needs to score a 350 to merely pass the CAHSEE for graduation requirements. BUHS failed to meet AYP and has entered Program Improvement (PI). BUHS does a great job at getting sophomores to pass the CAHSEE on their first attempt but will have to increase support and interventions for those students in order for rates to improve regarding scores at the proficient level. Academic Performance Index (API) The API is a single number, ranging from a low of 200 to a high of 1000, that reflects a school’s, an LEA’s, or a subgroup’s performance level, based on the results of statewide testing. Its purpose is to measure the academic performance and growth of schools. The API is calculated by converting a student’s performance on statewide assessments (CST) across multiple content areas into points on the API scale. These points are then averaged across all students and all tests. The result is the API. An API is calculated for schools, LEAs, and for each numerically significant subgroup of students at a school or an LEA. The key features of the API include the following:

• The API is based on an improvement model. It is used to measure the academic growth of a school. The API from one year is compared to the API from the prior year to measure improvement. Each school has an annual target, and all numerically significant subgroups at a school also have targets.

• The API requires subgroup accountability to address the achievement gaps that exist between traditionally higher- and lower-scoring student subgroups.

• The API is a cross-sectional look at student achievement. It does not track individual student progress across years but rather compares snapshots of school or LEA level achievement results from one year to the next.

• The API is used to rank schools. A school is compared to other schools statewide and to 100 other schools that have similar demographic characteristics.

• The API is currently a school-based requirement only under state law. However, API reports are provided for LEAs in order to meet federal requirements under NCLB.


California Standards Test (CST) The California Standards Tests assess student knowledge of California State Standards. At the high school level, the tests are given to 9th – 11th graders in all core academic areas. The following data shows the testing results for each test at each grade level for three concurrent years. Students are tested in the spring of each year.

English Language Arts Grade 9th 9th 9th 10th 10th 10th 11th 11th 11th

Test Year 2009 2010 2011 2009 2010 2011 2009 2010 2011

Advanced 15% 14% 26% 12 % 16% 14% 14 % 14% 13% Proficient 27% 35% 25% 26 % 22% 26% 22 % 23% 27%

Basic 34% 29% 32% 35 % 34% 37% 29 % 37% 31% Below Basic 17% 16% 12% 14 % 16% 16% 20 % 15% 18% Far Below

Basic

7 %

6%

6%

13 %

11%

7%

16 %

12%

12%

General Math Mathematics data includes five tests at BUHS: General Math, Algebra 1, Geometry, Algebra 2, Summative Math

Grade 9th 9th 9th

Test Year 2009 2010 2011

Advanced 2% 0% 5% Proficient 25% 19% 30%

Basic 33% 39% 29% Below Basic 31% 29% 26% Far Below

Basic

10%

12%

10%

Algebra 1

Grade 9th 9th 9th 10th 10th 10th 11th 11th 11th Test Year 2009 2010 2011 2009 2010 2011 2009 2010 2011

Advanced 3 % 3% 14% 1 % 0% 0% 0 % 0% 0% Proficient 34% 38% 38% 3 % 4% 2% 2 % 14% 4%


Basic

3 %

3%

2%

24 %

21%

19%

42 %

48%

28%


Geometry Grade 9th 9th 9th 10th 10th 10th 11th 11th 11th

Test Year 2009 2010 2011 2009 2010 2011 2009 2010 2011

Advanced 15% 1 % 1% 4% 0% 0% 0% Proficient 40% 8 % 3% 22% 2 % 14% 2%

Basic 37% 24 % 31% 39% 16 % 5% 20% Below Basic 5 % 56 % 56% 29% 54 % 33% 54% Far Below

Basic

3 %

12 %

8%

5%

29 %

48%

24%

Algebra 2 Grade 9th 9th 9th 10th 10th 10th 11th 11th 11th

Test Year 2009 2010 2011 2009 2010 2011 2009 2010 2011

Advanced 11% 22% 15 % 19% 0 % 4% 6% Proficient 33% 44% 30 % 39% 20 % 24% 26%

Basic 44% 30% 43 % 34% 30 % 45% 38% Below Basic 10% 3% 12 % 6% 33 % 23% 23% Far Below

Basic

1%

0%

0 %

2%

18 %

5%

7%

Summative Mathematics Grade 9th 9th 9th 10th 10th 10th 11th 11th 11th

Test Year 2009 2010 2011 2009 2010 2011

Advanced 0% 10 % 7% 9% Proficient 67% 32 % 37% 36%

Basic 33% 41 % 40% 36% Below Basic 0% 17 % 13% 20% Far Below

Basic

0%

0 %

3%

0%


History data includes World History at grade 9/10 and US History at grade 11

World History Grade 9th 9th 9th 10th 10th 10th

Test Year 2009 2010 2011 2009 2010 2011

Advanced 47% 63% 61% 9 % 10% 11% Proficient 40% 14% 29% 17% 16% 20%

Basic 10% 18% 9% 29% 34% 28% Below Basic 0 % 0% 0% 17% 15% 16% Far Below

Basic

3 %

6%

0%

28%

25%

24%

US History

Grade 11th 11th 11th Test Year 2009 2010 2011

Advanced 15 % 17% 14% Proficient 26 % 27% 22%

Basic 27 % 26% 25% Below Basic 14 % 13% 15% Far Below

Basic

18 %

18%

23%

Science data includes Biology, Life Science, Environment Science and Chemistry

Biology

Grade 9th 9th 9th 10th 10th 10th 11th 11th 11th Test Year 2009 2010 2011 2009 2010 2011 2009 2010 2011

Advanced 6 % 6% 9% 3 % 3% 12% 26 % 28% 21% Proficient 17% 16% 23% 14 % 15% 36% 24 % 28% 25%


Basic

20%

13%

13%

15 %

20%

4%

11 %

11%

16%


Life Science Grade 10th 10th 10th

Test Year 2009 2010 2011

Advanced 11% 9% 22% Proficient 25% 24% 26%

Basic 41% 41% 31% Below Basic 13% 15% 10% Far Below

Basic

9%

11%

11%

Chemistry Grade 10th 10th 10th 11th 11th 11th

Test Year 2009 2010 2011 2009 2010 2011

Advanced 26 % 4% 6% 2 % 4% 0% Proficient 24 % 37% 22% 7 % 37% 5%

Basic 24 % 44% 61% 54 % 44% 53% Below Basic 15 % 14% 9% 23 % 14% 37% Far Below

Basic

11 %

2%

2%

15 %

2%

5%

Environmental Science Grade 10th 10th 10th 11th 11th 11th

Test Year 2009 2010 2011 2009 2010 2011

Advanced 5 % 5% 17% 7 % 7% 19% Proficient 30 % 31% 15% 26 % 21% 22%

Basic 53 % 32% 20% 38 % 42% 34% Below Basic 6 % 12% 19% 17 % 19% 11% Far Below

Basic

5 %

20%

29%

12 %

11%

15%


Current 2010-11 API for BUHS: API base for all students: 719 API growth target: 5 API growth: 39 2011 API: 758 API decile for this school: Not yet released. CHART A

Socio-eco. disadvantaged Hispanic White English Learner

Schoolwide

Year: 2002-03 542 560 714 N/A 585 Year: 2003-04 569 596 743 N/A 614 Year: 2004-05 616 651 790 619 673 Year: 2005-06 652 692 769 643 696 Year: 2006-07 626 652 781 593 673 Year: 2007-08 669 683 807 634 702 Year: 2008-09 676 693 797 628 706 Year: 2009-10 681 703 821 632 718 Year: 2010-11 722 744 836 688 758

CHART B Subgroups Subgroup API

Number of Students

Included in 2011 API

Numerically Significant in Both Years

2010 Growth 2010 Base

2010-11 Growth Target

2010-11 Growth

Met

Subgroup Growth Target

African American (not of Hispanic origin) 12 No

American Indian or Alaska Native 0 No

Asian 3 No Filipino 5 No Hispanic or Latino 957 Yes 744 704 5 40 Yes Pacific Islander 0 No White (not of Hispanic origin) 140 Yes 836 821 A 15 Yes Socioeconomically Disadvantaged 701 Yes 722 682 6 40 Yes

English Learners 407 Yes 688 634 8 54 Yes

Students with Disabilities 69 No Conclusions from Student Performance Data: The API is used in meeting state requirements under the PSAA and federal AYP requirements under NCLB. Under state requirements, if a school meets certain API participation and growth criteria, it may be eligible to become a California Distinguished School, National Blue Ribbon School, or Title I Academic Achievement Award School. If a school does not meet or exceed its growth targets and is ranked in the lower part of the statewide distribution of the Base API, it may be identified for participation in state intervention programs, which are designed to help the school improve its academic performance. Under federal NCLB requirements, the API is one of the indicators for AYP. The API is based on Content Standards Tests given in grades 9-11 in the following subjects: Math, Science, English Language Arts, History/Social Science. BUHS met its API for 2010-2011. It had a growth target of 5 points from its 719 base score. The school grew 39 points to a score of 758. This is the highest API score that BUHS has attained since the inception of accountability. Analysis of chart A shows steady growth each year by the socio-economically disadvantaged and Hispanic significant subgroups as well as good school wide growth. The White significant subgroup has had good growth but has fluctuated slightly over the years. The English Learners significant subgroup has fluctuated annually since it became a significant subgroup but attained 54 points of growth during the 10/11 school year. All subgroups met


http://www.cde.ca.gov/ta/ac/ap/glossary09e.asp#gg15










http://www.cde.ca.gov/ta/ac/ap/glossary09b.asp#ga3










their growth targets (subgroups are deemed significant once they account for 100 students or more). Chart B shows that all subgroups displayed significant growth over the previous year with all subgroups exceeding their API growth targets. Title III Accountability The Title III Accountability Report indicates the status of each Title III funded local educational agency (LEA) in meeting the three Annual Measurable Achievement Objectives (AMAOs). An AMAO is a performance objective, or target, that schools must meet each year for its English Learners. Schools are required to meet the two English language proficiency AMAOs and a third academic achievement AMAO based on AYP information. Both English language proficiency AMAOs are calculated based on data from the California English Language Development Test (CELDT).

2010-2011 CELDT Data Grade 9 10 11 12 Total

Performance Level

Advanced 3 3.0%

77.0%

46.0%

35.0%

176.0%

Early Advanced 14 16.0%

2627.0%

1929.0%

1831.0%

7725.0%

Intermediate 41 46.0%

3941.0%

2335.0%

2034.0%

12340.0%

Early Intermediate 21 23.0%

1617.0%

1117.0%

1017.0%

5819.0%

Beginning 11 12.0%

77.0%

914.0%

712.0%

3411.0%

Number Tested 90 100.0%

95100.0%

66100.0%

58100.0%

309100.0%

AMAO 1 - Percent of Students Making Annual Progress in Learning English

Number of 2010-11 Annual CELDT Takers 363 Number/Percent with Required Prior CELDT Scores 362 / 99.7% Number in Cohort Meeting Annual Growth Target 157 Percent Meeting AMAO 1 in LEA 43.4%

AMAO 2 - Percent of Students Attaining English Proficiency on CELDT Number of 2010-11 Annual CELDT Takers in Cohort (Less than five years) 103 Number in Cohort Attaining English Proficient Level 19 Percent Meeting AMAO 2 in LEA 18.4% Number of 2010-11 Annual CELDT Takers in Cohort (More than five years) 274 Number in Cohort Attaining English Proficient Level 93 Percent Meeting AMAO 2 in LEA 33.9%

AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA Level Data to be released in September 2011

Conclusions from Student Performance Data: The CELDT is California’s state test of English language proficiency. The CELDT is required to be administered within 30 calendar days upon initially enrolling in a California public school to all students whose home language is not English. The first administration of the CELDT is used to determine if a student is fluent-English proficient or an EL. ELs are required to take the CELDT each year during the annual assessment window of July 1 to October 31,



18

until they are reclassified as fluent-English proficient (R-FEP). For some students the prior year CELDT will have been an initial test that was administered at the time the student enrolled in a California public school. The CELDT for students in grades two through twelve covers four domains: listening, speaking, reading, and writing. Students receive an overall performance level score and performance level scores for each of the domains tested. There are five performance levels on the CELDT: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced; and four grade spans of the test (kindergarten through grade two, grades three through five, grades six through eight, and grades nine through twelve). Each grade span test includes content tailored to the appropriate grade levels and aligned with the English language development (ELD) standards. A student is defined as English proficient on the CELDT if both of the following criteria are met:

• Overall performance level of Early Advanced or Advanced and

• Each domain performance level at the Intermediate level or above BUHS has failed to meet its AMAO’s for four consecutive years. The numbers of students taking the CELDT has steadily decreased each year since the 04/05 schoolyear. Percentages and overall numbers of students not meeting AMAO 1 and AMAO 2 decreased annually from the 04/05 schoolyear through the 07/08 schoolyear. Both the overall number and percentage of students meeting AMAO 1 and AMAO 2 increased during the 08/09 schoolyear. Overall CELDT scores improved during the 10/11 schoolyear with very positive numbers at the Advanced and Early Advanced levels. A revised Title III master plan has been implemented and strategic intervention offerings have been developed. BUHS continues to focus on providing additional support and interventions for English Learners.

Brawley Union High School Action Plan Overview

Action Plan Objective #1 Foster student success and improve academic achievement as measured by District, State, and Federal requirements and assessments. Action Plan Objective #2 Increase and improve communication and articulation with all shareholders and feeder schools regarding student needs and achievement. Action Plan Objective #3 Facilitate a comprehensive data collection, analysis, and accountability process that drives school improvement. Follow-up ensures that effective implementation has occurred: Follow-up includes:

• Annual data analysis by our staff, led by the administration examining measurable progress

• Creation and utilization of a Program Evaluation Template that will facilitate analyzing the effectiveness of programs and expenditures.

• Bi-annual revisions in November and March by Site Council regarding action plan which will include suggestions by the staff

• Communication of revisions to Board of Trustees, District, site administration and staff


20

Action Plan Objective #1: Foster student success and improve academic achievement as measured by District, State, and Federal requirements and assessments. Rationale

• BUHS students are not at the state mandated level of proficiencies in all core subject areas. • All sub-groups have significant percentages of students in the below and far below basic ranges on CSTs in all core subject areas. • BUHS did not meet NCLB targets for proficiency regarding CAHSEE. • BUHS had a 2010 baseline graduation rate of 81.76%.

Expected Schoolwide Learning Results Addressed

• Career Preparation • Literacy • Analytical Skills • Standards • Social & Personal Responsibility

Growth Targets

• BUHS will meet or exceed its AYP and API growth targets as a school and for all sub-groups annually according to State and Federal accountability criteria.

• BUHS English Learners will annually increase by 10% the number of students improving one level in English language proficiency as measured by the CELDT.

• BUHS will decrease the total # of D and F grades as compared to all other letter grades given annually by 3%. • BUHS will increase graduation rate annually according to new State and Federal accountability criteria.


21

Goal #1: Increase student rate of proficiency on State assessments.

Specific Steps: Implement and/or modify intervention programs for all students who are below grade level and/or proficiency level.

Emphasis: English Support Program, ELD Support Program, CAHSEE Intervention, Algebra Readiness, Intro to Biology, Project Phoenix, Reading Plus, Solo 6, CAHSEE 380.

Responsibility: Administration, Liaison Team, Instructional Leadership Team. Fiscal Resources: Title I, Title III, EIA, SPED ARRA. Related Expenditures: Certificated salaries, supplemental materials, technology software. Estimated Cost(s): $350,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, Analyze assessment data & report findings to appropriate school committees and BUHSD Board.

Increase academic achievement for students of significant subgroups in all subject areas Emphasis: Targeted professional development and schoolwide implementation of teaching strategies and programs to support significant subgroup populations, SEI courses, Differentiated curriculum, Direct Instruction PD, Gear UP, MESA, Project Sol, Project Phoenix.

Responsibility: Administration, Liaison Team, Title III Team. Fiscal Resources: Title I, Title III, EIA. Related Expenditures: Professional development fees, pool-out professional development salary costs, substitute costs, supplemental materials. Estimated Cost(s): $60,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, Analyze assessment data & report findings to appropriate school committees and BUHSD Board.

Review and revise current student placement practices for core and intervention classes. Emphasis: Improved articulation with feeder schools and grade levels. Establish criteria for appropriate student placement. Implement procedures for appropriate student placement.

Responsibility: Administration, Liaison Team. Fiscal Resources: Title I, Title III, EIA. Related Expenditures: Pull-out professional development salary costs, substitute costs, supplemental materials. Estimated Cost(s): $10,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Surveys, sign-in sheets, program evaluation tool, & report findings to appropriate school committees and BUHSD Board.


22

Goal #2: Implement relevant staff development that addresses curriculum, instruction, and assessment aimed at improving student academic performance.

Specific Steps: Correlate site professional development plan to LEA plan according to the needs of staff based on student outcomes, school achievement data, and a needs assessment.

Emphasis: Direct Instruction, Effective instructional strategies, Needs of English Learners, 6+1 traits of writing, Equitable grading practices, Block scheduling best practices.

Responsibility: Administration, ICOE Partners. Fiscal Resources: Title I, Title IIA. Related Expenditures: 6+1 professional development fees, substitute costs, pull-out staff development salary costs, supplemental materials. Estimated Cost(s): $20,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, Professional development plan, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Provide relevant technology professional development and support to staff.

Emphasis: Utilize pre-school buy back, collaborative days, pullout days, and prep-periods to facilitate professional development in Student Interactive Response Systems, Aeries, Data Director, Teacher Websites, Solo 6, Cahsee 380, Student engagement devices and Learn 360.

Responsibility: Administration, Technology Department. Fiscal Resources: Title I, Title IIA. Related Expenditures: Aeries & Data Director professional development fees, pull-out staff development salary costs, trainer salaries, supplemental materials. Estimated Cost(s): $25,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, Documented professional development offerings, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Refine staff development for teachers new to the profession. Emphasis: Utilize new teacher workshops, mentor teacher support, peer collaboration, and BTSA induction program to support new teachers.

Responsibility: Administration, Resource Teachers, BTSA District Lead, BTSA support providers. Fiscal Resources: Title I, Title IIA. Related Expenditures: Resource teacher salary, BTSA lead and support provider stipends, substitute costs, supplemental materials and resources. Estimated Cost(s): $15,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Documented professional development offerings, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.


23

Goal #3: Improve overall student GPA’s, graduation rates, and college going rates.

Specific Steps:

Monitor and refine grading procedures. Emphasis: Continually monitor and refine grading expectations and uniform weighting percentages by grade level/subject matter, Analyze existing grading practices as to their effectiveness and relevance in regard to academic achievement. Monitor grade data semi-annually.

Responsibility: Administration, Resource Teachers, Instructional Leadership Team, Liaison Team. Fiscal Resources: Title I, General Fund. Related Expenditures: Professional Development, Liaison Team expenditures, extra duty salaries, release time. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012.

Method to Assess & Report: Data analysis, course syllabi, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Increase graduation rates according to new State and Federal accountability criteria. Emphasis: Academic intervention programs, Improve progress reporting procedures, Increase attendance rates, Career planning, Communicate alternative graduation pathways for at-risk students, PULSE/PELT parental awareness, Credit recovery program. Cahsee 380.

Responsibility: Administration, Student Support Services. Fiscal Resources: Title I, Gear Up. Related Expenditures: Professional development fees, Extended truancy program hours, Credit recovery costs, supplemental materials. Estimated Cost(s): $35,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Annual Federal graduation statistics & report findings to appropriate school committees and BUHSD Board.

Facilitate an increase in college going rates by implementing awareness programs for students and parents.

Emphasis: Increase A-G attainment rates by 5%, Got College, College Day, Gear Up, MESA, Project Sol, PULSE/PELT, SAT/ACT awareness, Increase parent/student awareness of financial assistance in the college testing and application process.

Responsibility: Administration, Student Support Services. Fiscal Resources: Title I, General Fund. Related Expenditures: P16 MOU, MESA MOU, PULSE coordinator salary, student incentives, supplies, extra duty time, supplemental materials. Estimated Cost(s): $45,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, SAT & ACT data trend analysis, P16 College going statistics & report findings to appropriate school committees and BUHSD Board.


24

Goal #4: Implement appropriate schoolwide instructional strategies and personal support programs that foster academic and personal growth for all students. Specific Steps:

Facilitate schoolwide implementation of Explicit Direct Instruction. Emphasis: EDI, Brain friendly instructional strategies, Academic language frames, Guided practice, Effective use of instructional time, CFU, Student engagement, Calendar training dates, learning walks, data analysis.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: Title I, Title II, EIA, Gear Up. Related Expenditures: ICOE Partnership fees, substitute costs, pull-out staff development, supplemental materials. Estimated Cost(s): $30,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, EDI calendar, learning walk data, agendas, sign-in sheets, writing samples & report findings to appropriate school committees and BUHSD Board.

Facilitate Link Crew program. Emphasis: Facilitate mentor-mentee program between upperclassmen and incoming freshmen.

Responsibility: Administration, Student Support Services, Supplemental Support Services. Fiscal Resources: Gear Up Supplemental Funding, Title I. Related Expenditures: Program costs, professional development, student incentives. Estimated Cost(s): $10,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, surveys & report findings to appropriate school committees and BUHSD Board.

Continue implementation of Individual Student Learning Plans. Emphasis: Phase in class of 2015. Sustain revision and follow up with Class of 2012, 2013, 2014.

Responsibility: Administration, Student Support Services, Supplemental Support Services. Fiscal Resources: Gear Up Supplemental Funding, General Fund. Related Expenditures: Supplemental materials. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Completed ILP’s & report findings to appropriate school committees and BUHSD Board.

Sustain appropriate student support programs. Emphasis: Gear Up, Character Awareness Initiative, Project Phoenix, Project Sol, Expanded tutoring services.

Responsibility: Administration, Student Support Services, Supplemental Support Services. Fiscal Resources: Title I, Gear Up Supplemental Funding, General Fund. Related Expenditures: Tutor salaries, supplemental materials. Estimated Cost(s): $12,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, Documented activities, sign-in sheets & report findings to appropriate committees and BUHSD Board.


25

Action Plan Objective #2: Increase and improve communication and articulation with all shareholders and feeder schools regarding student needs and achievement.

Rationale • Student success is based on effective communication between all BUHS shareholders. • Based on input from parents/guardians and previous survey feedback, effort needs to improve regarding apprising shareholders of current BUHS policies,

practices, and operating procedures. Shareholders desire up to date information on course assignments, grades, attendance, course syllabi, school calendar, and school bulletin.

• BUHS receives incoming students from various feeder districts. Two of the largest feeder districts are currently in Program Improvement. There is considerable variation in the degree of alignment of curriculum, instruction, and assessment between BUHS and its feeder schools.

Expected Schoolwide Learning Results Addressed • Standards • Social and Personal Responsibility • Career Preparation • Literacy

Growth Targets • By fall 2011, the completion of an articulation calendar and program designating criteria in which communication between feeder schools and

BUHSD will be established. • By spring 2012, increase usage of Aeries portal by all shareholders by 10%. • By spring 2011, increase participation in shareholder communication opportunities by 10%.


26

Goal #1: Foster increased communication regarding academic achievement between staff, parents, and students.

Specific Steps:

Facilitate district Liaison Team. Emphasis: Update membership, Calendar monthly meetings, Facilitate increased communication between administration and curricular departments.

Responsibility: Administration, Resource teachers, Department chairpersons. Fiscal Resources: General Fund. Related Expenditures: Teacher hourly wages, substitute costs, supplemental materials. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Sign-in sheets, minutes, & report findings to appropriate school committees and BUHSD Board.

Monitor standards for use of Aeries Portal. Emphasis: Sustained professional development, Ensure timely availability of student data, Increase shareholder access to Aeries Portal, Analyze format guidelines for Aeries Portal data input.

Responsibility: Administration, Liaison Team. Fiscal Resources: General Fund Related Expenditures: Substitute costs for teacher pullout activities, hourly wages for extra duty time. Estimated Cost(s): $5,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Program Evaluation Tool, report findings to appropriate school committees and BUHSD Board.

Foster improved communication between staff, parents, and students. Emphasis: Launch new school website, update and maintain site with pertinent information, Promote continued usage of Parent Link and expanded usage of teacher websites. Promote continued usage of Aeries portal by staff.

Responsibility: Administration, Instructional Leadership Team. Fiscal Resources: Title I, General Fund. Related Expenditures: Teacher Web renewal fees, Parent Link renewal fees, professional development costs. Estimated Cost(s): $8,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: School website, documentation of parent link usage, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.


27

Goal #2: Increase shareholder participation in the BUHS educational process.

Specific Steps:

Promotion of shareholder participation in the BUHS school governance processes. Emphasis: Promote and increase participation in school Site Council and ELAC.

Responsibility: Administration, Student support services. Fiscal Resources: Title I. Related Expenditures: Advertisement fees, supplemental materials. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Documentation of newspaper ads, newsletters, web announcements, and parent link messages & report findings to appropriate school committees and BUHSD Board.

Expand informational and input opportunities for shareholders regarding expectations for students, graduation requirements, and standards-based education.

Emphasis: Shareholder orientation programs, Promote increased participation in the Parent Advisory Committee, Creation of information packet regarding pertinent school practices, policies, & advisory committees.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: Title I. Related Expenditures: Supplemental materials, incentives. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Flyers, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Expand opportunities for parent involvement in Parent Information/Leadership Programs. Emphasis: PULSE/PELT, Upgrade curriculum, Establish program leaders, Calendar institutes, Promote program.

Responsibility: Administration, Instructional Leadership Team, Gear Up, ICOE Partners. Fiscal Resources: Title I, Gear Up. Related Expenditures: Supplemental materials, program expenses, incentives. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012.

Method to Assess & Report: Program Evaluation Tool, Agendas, Sign-in sheets, calendar of activities & report findings to appropriate school committees and BUHSD Board.


28

Goal #3: Continue efforts to improve and increase communication and articulation between BUHS and its feeder schools.

Specific Steps:

Establish quarterly meetings of administration. Emphasis: 7-12 focus, Sharing of data, Professional development needs, Significant subgroups

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: General Fund. Related Expenditures: Supplemental materials. Estimated Cost(s): $1,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Develop relevant articulation topics and themes.

Emphasis: Develop surveys, Gather data, Create agendas based on information gathered. Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: General Fund. Related Expenditures: Supplemental materials. Estimated Cost(s): $1,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Finished products: surveys, agendas, etc. & report findings to appropriate school committees and BUHSD Board.

Calendar bi-annual meetings of cross-curricular articulation teams. Emphasis: Curricular pathways, Common Assessments, New programs, Student placement.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: Title IIA, Title I. Related Expenditures: Substitute costs, supplemental materials. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.


29

Action Plan Objective #3: Facilitate a comprehensive data collection, input, and analysis system that drives school improvement. Rationale

• Proper data collection, input, and analysis can help to improve instructional practices and increase academic achievement. Expected Schoolwide Learning Results Addressed

• Standards • Analytical Skills • Social and Personal Responsibility • Career Preparation • Literacy

Growth Targets • A minimum of 4 grade level/subject matter common assessments will be entered into Data Director during the 11-12 school-year. • A minimum of 4 grade level/subject matter data analysis meetings will occur during the 11-12 school-year. • A minimum of 6 scanning stations will be available to school personnel during the 11-12 school-year.


30

Goal #1: Facilitate effective use of a data disaggregation and analysis program.

Specific Steps:

Facilitate increased usage of Data Director in all curricular areas. Emphasis: Professional development, Establish department leads, Promote cross-curricular sharing of resources and techniques.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: Title I, EIA, General Fund. Related Expenditures: Professional development fees, substitute costs, supplemental materials. Estimated Cost(s): $20,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Surveys, sign-in sheets, agendas & report findings to appropriate school committees and BUHSD Board.

Maintain Data Director scanning stations and software upgrades. Emphasis: Establish routine maintenance schedule for hardware and software. Perform system maintenance.

Responsibility: Administration, Instructional Leadership Team, District technology department, ICOE Partners. Fiscal Resources: Title I, General Fund. Related Expenditures: Hardware and software expenses. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Maintenance schedule, inventory form & report findings to appropriate school committees and BUHSD Board.

Provide Data Director support to staff. Emphasis: Data Director Resource Specialists, Appropriate professional development, Maintain data fields.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: Title I, Title IIA, EIA, General Fund. Related Expenditures: Resource specialist’s salary, substitute costs, Certificated support staff extra duty salary. Estimated Cost(s): $30,000.00

Timeline: August 2011 thru June 2012. Method to Assess & Report: Agendas, sign-in sheets, professional development plan & report findings to appropriate school committees and BUHSD Board.


31

Goal #2: Facilitate improvement of common and benchmark assessments across the curriculum.

Specific Steps:

Facilitate data analysis of common assessments. Emphasis: Utilize data analysis template regularly to document data analysis and promote effective instructional changes, Provide professional development support.

Responsibility: Administration, Liaison Team, Instructional Leadership Team. Fiscal Resources: Title I, Title IIA, EIA, Gear Up, General Fund. Related Expenditures: ICOE Partners Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012. Method to Assess & Report: Completed template, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Research and increase amount of relevant common assessment test bank items. Emphasis: Expand test bank capacity for creation of common and benchmark assessments.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: Title I. Related Expenditures: Software costs, professional development costs. Estimated Cost(s): $15,000.00 Timeline: August 2011 thru June 2012.

Method to Assess & Report: Completed assessments, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Facilitate ample time for groups to meet to create and analyze assessments. Emphasis: Create timeline of all collaborative department meetings to allow for planning and implementation of assessment design and analysis. Facilitate additional time as needed.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: Title I, General Fund. Related Expenditures: Substitute costs, extra duty salary. Estimated Cost(s): $10,000.00 Timeline: August 2011 thru June 2012.

Method to Assess & Report: Completed calendar, substitute slips, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.


32

Goal #3: Establish protocol for regularly scheduled data analysis meetings.

Specific Steps:

Calendar whole staff data analysis meetings twice a year. Emphasis: August and January buy back days.

Responsibility: Administration, Instructional Leadership Team, ICOE Partners. Fiscal Resources: N/A Timeline: August 2011 thru June 2012. Method to Assess & Report: Data analysis calendar, agenda, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Calendar quarterly data analysis meetings with subject specific instructors. Emphasis: Utilize pacing schedules and collaborative calendars to schedule data analysis meetings regarding common assessments.

Responsibility: Administration, Instructional Leadership Team, Liaison Team, ICOE Partners. Fiscal Resources: General Fund. Related Expenditures: Substitute costs, extra duty salary, supplemental materials. Estimated Cost(s): $5,000.00 Timeline: August 2011 thru June 2012.

Method to Assess & Report: Completed data analysis calendar, agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

Monitor data analysis meetings.

Emphasis: Conduct walk throughs, Monitor effectiveness of quarterly data analysis meetings. Responsibility: Administration, Instructional Leadership Team, Liaison Team, ICOE Partners. Fiscal Resources: N/A Timeline: August 2011 thru June 2012.

Method to Assess & Report: Agendas, sign-in sheets & report findings to appropriate school committees and BUHSD Board.

CATEGORICAL FUNDING ALLOCATED TO THIS SCHOOL

The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

State Programs 2011-12 Projected Allocations Economic Impact Aid/ State Compensatory Education Amount: $ 253,544.00 Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/ English Learner Program Amount: $ N/A Purpose: Develop fluency in English and academic proficiency of English learners. Miller-Unruh Special Reading Program Amount: $ N/A P urpose: Prevent and correct reading disabilities at the earliest time for all students.

Professional Development Amount: $ N/A Purpose: Promote school improvement by long-term professional development of school staff. School Improvement Program No longer available Amount: $ N/A Purpose: Improve school response to educational, personal and career needs of all students. Other State or Local funds (list and describe) School And Library Improvement Block Grant Amount: $ N/A Peer Assistance and Review District Allotment Amount: $ N/A

Federal Programs

Elementary and Secondary Education Act: Title I: Schoolwide Program Amount: $ 413,941.00 Purpose: Upgrade the entire educational program of the school. Title I: ARRA Amount: $ N/A P urpose: Federal stimulus money designed to offset budget deficits.

Title V: Innovative Programs District Allotment Amount: $ N/A Purpose: Support educational improvement, library, media, and at-risk students. Other Federal Funds (list and describe): Drug Free School District Allotment Amount: $ 0.00 Title IIA District Allotment Amount: $ 0.00 Title IID – Technology District Allotment Amount: $ 0.00 Title III – LEP District Allotment Amount: $ 39,818.00 Total amount of state and federal categorical funds allocated to this school: Amount: $ 707,303.00


34

GOVERNANCE AND ADMINISTRATION

School Site Council Members

The school site council is the representative body responsible for development of the school plan and related expenditures at schools operating School Improvement Programs, School Improvement and Pupil Achievement and Block Grant Programs, and School-Based Coordinated Programs. The current make-up of the council is as follows:

Names of Members Administrator Classroom Teachers

Other School Staff

Parent or Community

Member

Secondary Student

Simon Canalez

X

Ivan Miller

X

Marisa Muse

X

Jorge Santana

X

Elisa Castillo

X

Melissa Kruger

X

Jocelyn Nunez

X

Penelope Levy

X

Erlinda Eaton

X

Jason Conteras

X

Laura Mackenzie

X

Estela Monge

X


35

RECOMMENDATIONS AND ASSURANCES

The school site council recommends this school plan and its related 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 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:

___X____ English Learner Advisory Committee ___X____ Liaison Team ___X____ Title III Team

4. This school plan is based upon 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. September 8, 2011 5. This School plan was adopted by the school site council on __________________ Attested: _Simon Canalez ___________ ______________________ ________ Typed name of school administrator Signature of school administrator Date _Jason Contreras ______________ _________________________ ________ Typed name of SSC chairperson Signature of SSC chairperson Date ***Signatures on file.

ca01902259.schoolwires.net€¦ · single plan for student achievement . brawley union high school...

Documents