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West Contra Costa Unified School District

Middle College High School

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2012-13

Board Approval Date:

Contact Person: Brenda King-Randle

Principal: Brenda King-Randle

Telephone Number: (510) 235-7800 ext. 4411

Address: 2600 Mission Bell Drive

San Pablo, CA 94806

E-mail address: [email protected]

3/20/2013

BOARD OF EDUCATION 2012-13

MADELINE KRONENBERG, President

CHARLES T. RAMSEY, Clerk

RANDALL ENOS, Member

TODD A. GROVES, Member

ELAINE R. MERRIWEATHER, Member

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Safety, Library, Technology Assurance Page

Executive Summary

Stakeholder Involvement

Action Plan for Improving Student Achievement (Academic)

Goals, Indicators, Data Analysis

QEIA Checklist/Monitoring and APS (DeAnza, Kennedy, and Richmond - Only)

System-wide Barriers

Student Achievement Strategies

ELA #1

ELA #2

Math #1

Math #2

Science

History/Social Science

Physical Education

Visual and Performing Arts

Career and Technical

Educationally Disadvantaged Youth

Special Education

Gifted and Talented Education (GATE)

English Learners

Extended Learning

Action Plan for Improving Student Achievement (Student Support)

Data Analysis

Student Support Programs

Attendance

Health and Safety

School Climate

Coordination of Services Page

Agreements

Centralized Services

School Site Council (SSC) Recommendations and Assurances

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

assures the board of the following:

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

law.

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

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

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

this plan (Check those that apply):

[ ] School Advisory Committee for State Compensatory Education Programs

[ ] English Learner Advisory Committee

[ ] Community Advisory Committee for Special Education Programs

[ ] Gifted and Talented Education Program Advisory Committee

Other (list)

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

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

board policies and in the Local Improvement Plan.

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

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

6. This school plan was adopted by the school site council on: 12-3-2012.

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

2012-13 school year, using the WCCUSD monitoring process.

Attested:

Brenda King-Randle

Typed name of school principal Signature of school principal Date

Pawan Mann

Typed name of SSC chairperson Signature of SSC chairperson Date

Assurances Regarding the School Safety Plan

The principal’s signature verifies that Middle College High School has reviewed the school Safety Plan for 2012-13.

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

all school faculty and staff.

Brenda King-Randle


Assurance Regarding the Library Plan

The principal’s signature verifies that Middle College High School has reviewed the district Library Plan for 2012-13.

Brenda King-Randle


Assurance Regarding the Technology Plan

The principal’s signature verifies that Middle College High School:

[X] will develop a Technology Plan for 2012-13

[ ] has updated the Technology Plan for 2012-13

Brenda King-Randle


West Contra Costa Unified School District

Middle College High School

2012-13

School Site Council Membership Roster

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

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

as follows:

Names of Members Email address

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

Term

ends on*:

Identify

Chair

Person:

Parent/Community Members

#1 Kimberly Mahoney n/a [ ]

#2 Pawan Mann n/a [X]

#3 Dr. Denise Noldon n/a [ ]

Student Members

#1 Cynthia Ezeokoh n/a [ ]

#2 Aurora Ford n/a [ ]

#3 Diamonique Spain n/a [ ]

School/Other Members

Tchr #1 Sofia Close n/a [ ]

Tchr #2 Katherine Williams n/a [ ]

Tchr #3 Danilo Baoas n/a [ ]

Tchr #4 Kara Obradovic n/a [ ]

Other Kris Moore n/a [ ]

Principal Brenda King-Randle n/a [ ]

Membership Composition:

Secondary (12 total)

1 Principal

4 classroom teachers

1 other school staff

3 parents/community members

3 students

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

Executive Summary

Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2012-13

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

goals.

GOALS:

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

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

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

Students are drawn from all over the school district. The school population is very diverse both ethnically and culturally and

consists of students who have attended other secondary schools throughout the district. The chief criterion for admission is

that the student be at risk, that is, in danger of not achieving his/her full potential at a comprehensive high school and/or not

going on to post-secondary education. These are often students who seem to have potential but whose achievement is not

commensurate with their ability. Also targeted are students who have difficulty being successful in the environment of large

urban high schools. In 2005 and 2009, Middle College was recognized as a California Distinguished School. In 2007, 2008,

2009, and 2011, Middle College has earned the distinction of being one of the top schools in the nation by U.S. News and

World Report. In 2006, our school was honored by the U.S. Department of Education as a 2006 NCLB - Blue Ribbon School.

To achieve this distinction, a school must have at least 40% of their students from disadvantaged backgrounds and have

students performing in the top 10% on the state assessments. In 2011, Middle College had 2 Gates Millennium Scholarship

recipients. This is a first in the history of Middle College.

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

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

Our vision statement clearly portrays an approach that includes collaboration, high expectations, and positive youth

development. “MCHS is to be a challenging, stimulating, caring and supportive community with high expectations for all

students, calling on students to build their own abilities to reach their full potential as members of society.” All MCHS

students have the opportunity to receive a high school diploma, certificates of completion in specific occupational areas, and an

associate degree simultaneously, and our students are active participants in the design and implementation of their education.

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

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

The mission of Middle College High School is to provide a nurturing, academically challenging environment for high potential

and at-risk youth to ensure high school completion where grade-level learning is the minimum standard for success. These at-

risk students have the opportunity to gain a range of skills that will provide motivation and support for their lifelong personal,

academic, and social growth in college and beyond. The entire staff continually works to maintain and enhance our school as a

positive learning environment. Through interaction with MCHS faculty, staff, the college, and the community, students

explore a wide variety of areas and interests to open their minds and become conscious contributors to society. MCHS not only

offers an advanced high school education, but also provides knowledge and skills in preparation for college, careers, and life.

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

emergency.

Safety is of the highest importance at Middle College High School. Rules and expectations for behavior are explicitly and

clearly provided to students and their families. They are again stated in the Student Handbook. Parents and students have to

agree to abide by the behavior standards at MCHS in writing before students are considered for enrollment. Students are

reminded of the rules and are monitored by both the MCHS and college staff.

Our focus on student attendance also supports safety as the district has an efficient method of tracking and reporting any

unverified absences to parents by the close of school.

In the event of an emergency, Middle College High School follows the Comprehensive Safety Plan of Contra Costa College.

The central meeting place for MCHS students is the bleachers located on the west side of the football field. A nearby

container is available to house emergency supplies, and the school, largely through the efforts of our students has begun

stocking it with emergency supplies.

Additionally, we participate in monthly college safety meetings to be apprised of all current procedures and to provide input in

their deliberations regarding new procedures and policies. We hold regular safety drills both with the college and

independently so that students know what to do in the case of an emergency.

For 2012-2013 we are continuing to put emphasis on character education through formal curriculum at each grade level.

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

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

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

We engage all members of our community through committees,events and Technology:

• We hold four parent nights per year, with a high level of participation • We hold a "culture night" once per year, with all members of our surrounding community invited • We engage members of the community college through regular lunchtime meetings

• We include student and parent representatives in our PTSA, our School Site Council, and our GATE committee. • We use the autodialer to keep parents informed of events at the school. • In 2012-13 it is our plan to restructure our website and emails as tools to keep our community inform.

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

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

Our school site council has a genuine role in determining the use of district and grant funds. Attendance at council meetings is

strong, and all affected groups participate regularly and actively. In addition, our Student Body Association also oversees

student fund raisers and expenditures.

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

academic excellence:

Program Name: Board of Governors SciMath Grant

Program Focus: This grant allows us to provide tutoring at a 4-to-1 ratio for each student enrolled in a college science or

math class. Students study in a small group setting 2-3 times per week, with additional help available after

school.

SPSA Stakeholder Involvement

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

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

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

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze CST and local assessment

data

Process: All CST, local assessments,

CAHSEE, benchmarks and college

data will be shared with site council

or Process: King-Randle

Step 2 Gather input from

(check all that apply)

[ ] GATE

[ ] ELAC

[ ] CAC

[ ] Others Faculty

Process: SPSA will be shared with all

MC Faculty members


Step 3 SPSA strategies development Process: Reviewed strategies SSC in

December 2012


Step 4 Budget development Process: Reviewed budget with SSC in

October 2012


Step 5 Finalize and submit SPSA for

School Board Approval

Date: December 2012

Step 6 SPSA monitoring Process: Review by faculty and SSC or Process: King-Randle

ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT

(CURRICULUM AND INSTRUCTION)

High School ELA Goals and Indicators

Status of 2011-12 AYP Goal [X] 2011-12 NCLB AYP Goal for ELA of 77.8% met for all students and all significant subgroups

- or -

[ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2011-12 established school goal for ELA of % met for all students and all significant subgroups

[ ] 2011-12 AYP Goal for ELA of 77.8.0% not met in the following areas:

2012-13 AYP Goal (Check One)

[X] Our goal for 2012-13 is that 93.9% of all students and all numerically significant subgroups will be proficient in ELA. This

goal is based on the NCLB AYP target of 88.9% proficient, plus the additional 5% District level requirement.

[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for ELA of 93.9%. We have established the

following goal:

ELA Data Analysis

(3-Year Comparison)

CAHSEE (AYP) Performance - School Wide 2009-10 2010-11 2011-12

Students at/above proficient 93.3 70 86.9 73 89.9 71

Students at basic and below 6.7% 5 13.1 11 10.1 8

Total valid scores 100% 75 100 84 100 79

Total increase required during 2012-13 to meet the goal for ELA: 4% 4

Description of findings: The percent of students at /above proficient has fluctuated up and down over the last three years and

2011-12 percent is still short of the 2009-10 percentage by 3.4%.Note that in 2011-12 MC grant funding ended, and fund

raising became a school wide focus. Also, the number of. teachers and Administrators were reduced.

CAHSEE (AYP) Performance by Subgroup - African-American [X] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 5.6 1 5.9 1 10.5 2

Total valid scores 100% 18 100 17 100 19

Total increase required during 2012-13 to meet the goal for ELA: 4.4% 1

Description of findings: The percent of sstudents at /above proficient has fluctuated up and down over the last three years and

2011-12 percent is still short of the 2009-10 percentage by 4.9%..Note that in 2011-12 MC grant funding ended, and fund


[ ] Area of strength [X] Area of concern

CAHSEE (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12



Total valid scores 100 27 100 26 100 35

Total increase required during 2012-13 to meet the goal for ELA: 5.3% 2

Description of findings: The percent of sstudents at /above proficient has fluctuated up and down over the last three years and

2011-12 percent is still short of the 2009-10 percentage by only 0.3%. Note that in 2011-12 MC grant funding ended, and fund


[X] Area of strength [ ] Area of concern

CAHSEE (AYP) Performance by Subgroup - White [X] Significant Subgroup 2009-10 2010-11 2011-12

Students at/above proficient -- -- -- -- 90.9 10

Students at basic and below

Total valid scores 7 10 11

Total increase required during 2012-13 to meet the goal for ELA: %

Description of findings: The percent of students at /above proficient in 2011-12 is only 3% short of our 2012-13 targets

[X] Area of strength [X] Area of concern

CAHSEE (AYP) Performance by Subgroup - Asian [X] Significant Subgroup 2009-10 2010-11 2011-12

Students at/above proficient 100.0 11 78.6 11 -- --

Students at basic and below 21.4 3

Total valid scores 100 11 100 14 8


Description of findings:


CAHSEE (AYP) Performance by Subgroup - EDY (SED) [X] Significant Subgroup 2009-10 2010-11 2011-12







CAHSEE (AYP) Performance by Subgroup - English Learners [X] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 30.8 4 26.1 6





High School MATH Goals and Indicators

Status of 2011-12 AYP Goal

[X] 2011-12 NCLB AYP Goal for MATH of 77.4% met for all students and all significant subgroups

- or -

[ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2011-12 established school goal for MATH of % met for all students and all significant subgroups

[ ] 2011-12 AYP Goal for MATH of 77.4% not met in the following areas:

2012-13 AYP Goal (Check One)

[X] Our goal for 2012-13 is that 93.7% of all students and all numerically significant subgroups will be proficient in Math. This

goal is based on the NCLB AYP target of 88.7% proficient, plus the additional 5% District level requirement.

[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for MATH of 93.7%. We have established the

following goal:

MATH Data Analysis

(3-Year Comparison)

CAHSEE (AYP) Performance - School Wide 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: 4% 4

Description of findings: The percent of students at /proficient and above took a drop in 2011-12 of 6.4%. Note that in 2011-12

MC grant funding ended, and fund raising became a school wide focus. Also, the number of. teachers and Administrators

were reduced.

CAHSEE (AYP) Performance by Subgroup - African-American [X] Significant Subgroup 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: 4.4% 1



were reduced.


CAHSEE (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: 5.3% 2



were reduced.


CAHSEE (AYP) Performance by Subgroup - EDY (SED) [X] Significant Subgroup 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: 3% 1

Description of findings: The percent of students at /proficient and above took a drop in 2011-12 of 9%. Note that in 2011-12


were reduced.


CAHSEE (AYP) Performance by Subgroup - English Learners [ ] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 23.1 3 4.3 1


Total increase required during 2012-13 to meet the goal for MATH: %


[ ] Area of strength [ ] Area of concern

High School CST Data Analysis

CST Performance - School Wide

English-Language Arts 2009-10 2010-11 2011-12

Students at/above proficient 77 188 84.6 192 80.8 181

Students at basic and below 22 56 15.4 35 19.2 43




were reduced.


Algebra I 2009-10 2010-11 2011-12

Students at/above proficient 23 3 58 11 37 10

Students at basic and below 77 10 42 8 63 17




were reduced.


Biology 2009-10 2010-11 2011-12

Students at/above proficient 68 54 77 62 75 47

Students at basic and below 32 25 23 18 25 16




were reduced.

English Learner Goals

Status of 2011-12 AMAO 1 Goal (Check One)

2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target met.

2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target not met.

Status of 2011-12 AMAO 2 Goal (Check One) – Cohorts 1 and 2

2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% of English learners attaining English proficiency (defined as a score of

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

-and-

2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1% of English learners attaining English proficiency (defined as a score of

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

One or both 2011-12 NCLB AMAO 2 goals for Cohorts 1 and 2 were not met.

2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% [ ] met [ ] not met.

-and-

2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1% [ ] met [ ] not met.

New 2012-13 AMAO 1 Goal (Check One)

Our goal for 2012-13 is to meet or exceed the NCLB AMAO 1 goal of 57.5% of our English learners meeting the annual

growth target.

We have met the 2012-13 NCLB AMAO 1 goal of 57.5%. We have established the following goal

New 2012-13 AMAO 2 Goal (Check One) – 2 Cohorts

Our goal for 2012-13 is that English learners will meet the NCLB AMAO 2 Cohort 1 target of 21.4%

-and-

NCLB AMAO 2 Cohort 2 target of 47.0%

We have met the 2012-13 NCLB AMAO 2 Cohort 1 target of 21.4%.

-and-

NCLB AMAO 2 Cohort 2 target of 47.0%

We have established the following goal

Comparison of AMAO Data

(Annual Measurable Achievement Objectives - Measured by CELDT)

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

AMAO 1 2010-11 2011-12

Students met AMAO 1 --% -- %

Students did not meet AMAO 1 %

%

Total # in Cohort 1* 100.0% 2 %

Total increase required during 2012-13 to meet the goal: %

* Cohort 1 includes:

EL students at the Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced levels who have matched scores.

AMAO 2 - Attaining English Proficiency Percentage of English learners (EL) who have reached English proficiency, defined as score of Early Advanced or Advanced with no

skill area below Intermediate.

Cohort 1AMAO 2 2010-11 2011-12

Students in Cohort 1 met AMAO 2 --% -- %

Students in Cohort 1 did not meet AMAO 2 %

%

Total in Cohort 1 AMAO 2 % 0 %

Total increase required during 2012-13 to meet the Cohort 1

AMAO 2 goal: %

%

Cohort 2AMAO 2 2010-11 2011-12

Students in Cohort 2 met AMAO 2 --% -- %

Students in Cohort 2 did not meet AMAO 2 %

%

Total in Cohort 2 AMAO 2 % 2 %

Total increase required during 2012-13 to meet the Cohort 2

AMAO 2 goal: %

%

Two Cohorts for 2011-12 include:

Cohort 1:

ELs, including new enrollees, enrolled less than 5 years

Cohort 2:

ELs enrolled 5 years or more

Please note: If the cohort size is smaller than 30, no AMAO results are available.

System-wide Barriers

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

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

Barrier Description Strategy for Overcoming Barrier

Staffing: *

Facilities maintenance: *

Facility capacity (space for classrooms/programs): *

Safety: *

Materials availability: *

Technology: *

Fiscal Support: *

Compliance Support: *

Curriculum and Instruction Support: *

Other: *

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

Student Achievement

English Language Arts - ELA #1 - Writing

Strategy to be used during the 2012-13 school year:

Focus on writing across the curriculum through instruction in grades 9-12 with focus areas progressing from sentence fluency,

paragraph development, formulating thesis into essay, literary analysis, persuasive/argumentative, expository and college level

research MLA referenced. Place extra emphasis on literary analysis for grades 9 - 10 and critical thinking and non-fiction

exposition for grades 11 -12 as this is our greatest opportunity for school-wide improvement based on CST scores.

Description of the above strategy:

Focus on Critical reading and writing, Analysis, Metacognition, Academic Language, and Synthesis. Maintain the use of

effective strategies: summarizing & note-taking, cooperative learning, setting objectives and providing feedback, questions,

cues and advanced organizers, and improve breadth by encouraging writing across all core subjects.

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

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

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

This strategy will address the content cluster area of Writing:

[ ] Written Conventions [X] Writing Strategies

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

from the SPSA Monitoring form where available):

False

[ ] This is a new strategy this year.

Action steps to implement the strategy:

By Oct-Nov we will

• Determine pre and post writing skills assessments for each grade: 9, 10, and 11 based on teacher, standards, and

benchmark exams.

• Request 8th grade CST results for our incoming freshmen to inform instruction and measure improvement. • Identify professional development needs for effective transfer of knowledge, strategies and skills • Identify professional development needs for creating meaningful contextual background for transfer of skills,

knowledge, and strategies

• Schedule and calendar ILT meetings into the master schedule so all teachers can participate.

By Nov-Dec we will

• Administer and evaluate pre writing skills assessments • Confer with students individually to help them understand their skills and the instruction that will develop their

proficiencies • Collect course outlines for English 142B, 1A and 1C

By Dec-Jan we will

• Meet as a team to examine student work, analyze strengths and weaknesses, and determine gaps (missing skills) in

proficiently meeting grade-level standards.

• Identify students requiring additional instruction, practice or scaffolding of instruction. • Meet as a team to share successful strategies and challenges. Identify any additional professional development needs

that arise through collaborative discussion

By January 28 we will - Administer and evaluate formative writing skills assessments

By February 18 we will

• Meet as a team to examine student work • Confer with students individually to help them understand their skills and the instruction that will develop their

proficiencies

By May 13 we will

• Meet as a team to discuss student work

• Meet as a team to share successful strategies and challenges. Reflect on the year's teaching and learning and record

changes for next year

• Create monitoring report and recommendations for next year's school plan for submission to the SSC

Materials necessary to implement the strategy:

Focus Materials Cost

Program Specific for Student Use (001)

Parent (008)

Professional Dev (024)

Technology (001)

Library (006)

Annual Cost: 0

Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card Cost

Annual Cost 0

Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card Cost

Annual Cost 0

Professional development activities to implement the strategy:

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

Expository Reading

and Writing

ERWC/RIAP [X] [ ] [ ]

CSU Early

Assessment Program

CSUEB/EAP/EPT [X] [ ] [ ]

Annual Cost 0

Teacher collaboration time to implement the strategy: Frequency Cost

Activity Weekly Monthly Other

Bi-weekly meetings with full staff include writing

across the curriculum as a standing agenda item

[ ] [ ] Bi-Weekly

Annual Cost 0

Parent involvement activities to support the strategy Focus

Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0

Study trips to support the strategy:

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

Annual Cost 0

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

Grad

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

Annual Cost 0

SPSA Monitoring: Focus

(must collect data from at least 2 focus areas)

Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark assessments, CAHSEE and CSE data [X] [ ] [ ] [ ]

CSU Early Assessment Program results [ ] [ ] [X] [ ]

English Language Arts - ELA #1

Summary of Costs

Materials

Total Expenditures: 0

Expenditures by Funding Source:

Title I 0

EIA/LEP 0

EIA/SCE 0

Additional Certificated Staff



Title I 0

EIA/LEP 0

EIA/SCE 0

Additional Classified Staff



Title I 0

EIA/LEP 0

EIA/SCE 0

Professional Development



Title I 0

EIA/LEP 0

EIA/SCE 0

Teacher Collaboration



Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0

Other Contracted Services



Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Sustained silent reading (SSR) to support thinking critically about text.


All students apply critical reading skills to converse with text while understanding audience, author's purpose, reader's

purpose, major claims, reasons and evidence.



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

This strategy will address the content cluster area of:

[X] Comprehension [ ] Vocabulary [ ] Other:

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


that it is working.



By Oct-Nov we will analyze CST, CAHSEE, Benchmark, teacher-made assessment, College data, identify all students scoring

Basic, Below Basic, and Far Below Basis and identify which ELA strands and levels indicate deificiencies; Request Grade 8

CST scores for incoming students

By Nov-Dec we will identify targeted students and establish department and schoolwide routines (ie. circulatiing in class,

learning logs after SSR) for implementation of the strategy; Assign staff to monitor identified students

By Dec-Jan we will Meet with individual students, identify strengths and challenges, set goals, assign to mandated extended

day tutoring; Discuss and recommend other support services; share findings during staff meetings, examine students' work

samples across the curriculum, and solicite feedback.

By Monthly we will Meet with students on a monthly basis to discuss the above; Contact parents; Observe students in

classrooms during equity walkthroughs; Encourage students to read daily, maintain a learning log, and discuss readings

within their SSR community; Suggest reading a variety of genre.

By January we will Examine students performance in high school and college classes; Identify students' successes and

challenges to date; Use student feedback and self-assessment and -reflections to modify strategy, and adjust instruction;

Determine professional development needed.

By May 13 we will Examine student performance, successes, challenges, and influence of the strategy on student learning;

Evaluate the use of this strategy on student learning; Evaluate the use of this strategy and decide if we still need more time to

perfect the implementation of this strategy, agree to adopt this stategy, incorporate a new strategy, or drop this strategy in

favor of a new research-proven effective instructional strategy.




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


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

Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Syllabi reflect sustained silent reading as an

integral part of seminar classes.

[ ] [ ] [ ] [X]

CSE and CAHSEE data [X] [ ] [ ] [ ]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

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EIA/SCE 0




Title I 0

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Title I 0

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Title I 0

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EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

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EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Math #1


Use of tablet computers to increase student interactivity with lower level math classes.


Each student in Beginning Algebra will have a tablet computer during class time. Students will complete classwosrk on the

computer using digital ink. Teachers will be able to lmonitor each student's progress in real time. Teachers will also be able

to instantly display student work to the entire class, creating greater student accountability in the classroom. This strategy

naturally addresses to achievement ap at MCHS, as those students with low historical achievement are the same students that

are placed into Beginning Algebra class.



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

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

[X] Algebra I and II [ ] Geometry [ ] Integrated Math

[ ] Other:

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

the SPSA Monitoring form where available):

[X] This is a new strategy this year.


By August 20 we will order tablet computers through the WCCUSD purchasidng process.

By December 1st we will receive tablet computers

By December 17 we will install necessary software and test the Contra Costa College WiFi network with 20 tablets

simultaneously.

By January 7 we will complete specialized curriculum development for use with tablets, and begin using the tablet computers

daily in the classroom.

By May 17 we will evaluate the strategy to determine if it should be maintained or expanded. We will also evaluate the

laptops for use with e-books in other classes.



Program Specific for Student Use (001) CaHSEE Prep CDs and Revolution workbooks

Student notebooks to track progress toward

learning goals

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



After School Intervention [X]

Annual Cost 0



Annual Cost 0



Middle College

National Consortium

technical assistance

meetings

Middle College

National

Consortium

[ ] [ ] [X]

Annual Cost 0



Bi-Weekly staff meetings have sustained silent

reading as a standing agenda item

[ ] [ ] Monthly or

as needed

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0



Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Student notebook evidence [ ] [X] [ ] [ ]

CAHSEE and CSE math data [X] [ ] [ ] [ ]

Math #1

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

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Title I 0

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Title I 0

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Title I 0

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Parent Involvement



Title I 0

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Study Trips



Title I 0

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Title I 0

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EIA/SCE 0

Student Achievement

Math #2


Targeted and personalized academic support using cooperative learning and tutoring


• All students taking college math classes will be enrolled in Early College Seminar classes. • Students will be organized into small groups by subject and, where possible, by college instructor. • Peer and instructor tutoring will facilitate greater comprehension. • Students struggling with classes and requiring intervention will attend the extended day intervention program.



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

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

[X] Algebra I and II [X] Geometry [ ] Integrated Math

[X] Other: Math seminars for

high level college math



our early college seminar program has encouraged students to attempt high level math classes. Tutoring support has

boosted success levels in all math classes.



By August 20 we will

• Inform students of the schedule, format, process and expectations for the extended day intervention and early college

seminar classes.

• Determine curriculum and group students based on academic need for instruction in the extended day intervention

and early college seminar classes. • intervention classes before and after school available for all students

• Start other intervention classes with small, focused groups targeting students struggling at particular math levels

By September 13 we will

• Determine students requiring intervention based on progress report marks. Repeat this evaluation at each progress

reporting period.

• Determine instructional strategies and areas of focus for extended day intervention and early college seminars.

By October 19 we will

• Determine each student's performance as measured by Quarter 1 marks, benchmarks, or standards-based teacher

assessments. Repeat this process at the end of each quarter.

• Know areas of strength and weakness of students by math strand, and re-teach to address gaps in understanding

and knowledge.

• Group students and deliver targeted instruction in the early college seminar and extended day intervention classes to

address their areas of weakness.

By November 9 we will

• Study students' progress and adjust the program and strategies for effectiveness. Survey the students and evaluate

how well students think we are meeting their perceived needs. • Design assessments to help measure student understanding of the content taught.

By January 7 we will - Determine curriculum and group students for instruction in the early college seminar and extended

day intervention classes to address their areas of weakness.

By May 17 we will

• Evaluate the program and go through the monitoring process to see if the strategy should be continued, continued

with adjustment, or substituted with another research based effective strategy to support student success.

• Provide monitoring feedback and notes to the school site council.



Program Specific for Student Use (001) Math manipulatives, calculators, software, paper,

pencils, color pencils, graph paper

Parent (008)


Technology (001) CaHSEE prep math CDs

Library (006)

Annual Cost: 0



Extended day Intervention [X]

Annual Cost 0



Annual Cost 0



Annual Cost 0



Standing item on monthly staff meeting to discuss

the effectiveness and continuing improvement of

the program.

[ ] [X]

Individual student needs addressed at regular local

review board meetings

[ ] [ ] At each

grading

period

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

High school and college progress as reported by

instructors

[ ] [X] [ ] [X]

CAHSEE test results [X] [ ] [ ] [ ]

Math #2

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

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EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

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EIA/SCE 0




Title I 0

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EIA/SCE 0

Parent Involvement



Title I 0

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EIA/SCE 0

Study Trips



Title I 0

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EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Science


1. Cooperative Learning.

2. Note-Taking (Preferably Cornell Notes) from textbook reading, class lectures and discusions.

3. Active Class Participation/Interaction

4. Extended day tutoring/review at least once a week.


1. Students will be in groups of four or more students when they work cooperatively in class or laboratory activites.

Leadership will be rotated as the group choose their leader as needed.

2. Note-taking (preferably Cornell note-taking) will be a requirement and will receive credit towards grading marks.

However, student's own technique/style is accepted to expound on key concepts and main ideas.

3. a. After school tutoring/review will be scheduled every Wednesday with additional review to concerned students as

determined by student assessment data.

b. Supervised study period will be a joint collaboration between parents and teachers. Teacher ensures tutoring/review

in school as parents ensure adequate, regular study time at home. Teacher will follow up through quizzaes and

review linking prior knowledge to new lessons.

4. Active class particpation / interaction encourages students to share their knowledge/ideas in class discussions. It will

also enhance better understanding of the lesson. Credited for grades, students will particpate even mor activiely.



the strategy has proven effective for raising student performance in high school and college classes.



By Aug-Sept we will - Inform parents and students about the strategies.

By Sept-Oct we will

• Evaluate evidence (student notes) and feedback from parents and students. • Recognize organized and complete journal writing or note-taking or counsel students to improve. • Begin after school tutoring/review available to all students.

By Oct-Nov we will - Target students requiring extra support and refer them to the after school intervention program.

By Nov-Dec we will

• Ensure that all students have developed as a daily routine: 1. Note taking

2. Regular study habits

3. Cooperative learning

By May we will Evaluate the year for the effective impact of this strategy and determine whether we should continue its use

next year, continue with adjustments, or discontinue and use a new strategy.




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



High School science instructor regularly

collaborates with college instructors to monitor

student progress and course goals.

[X] [ ]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0



Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Student grade performance in college level science

classes

[ ] [ ] [ ] [X]

Biology 9 assessments and quarterly marks [ ] [ ] [ ] [X]

Science

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

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Title I 0

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EIA/SCE 0

Parent Involvement



Title I 0

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EIA/SCE 0

Study Trips



Title I 0

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EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Collaborative learning and assessment


Our students enter high school widely varying levels of historical, geographical and cultural knowledge. Hence, our strategy is

aimed at more accurately assessing student's background knowledge early in the year, then incorporating strategies

that draw upon those students with more background in the social sciences and encouraging them to work and share with

their peers in meaningful ways. This strategy will also prepare students and teacher's for making the transition to National

Common Core Standards, which emphasis group work and problem solving strategies. Examples of this strategy include

group projects (jigsaw of reading, collaborative essays, video projects, Power Point presentations, whole-class discussions,

oral quizzes and group tests (Multiple choice and essay).

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

the SPSA Monitoring form where available):

[X] This is a new strategy this year.


By Aug-Sept we will inform students and parents of course expectations; faculty will begin learning strategies for Common

Core Standards.

By Sept-Oct we will students will have been given pretests to ascertain skill level and background knowledge

By Nov-Dec we will students will have worked in several group profjects/presentations

By Mar-April we will students will have completed at least two group assessment based on Common Core Standards.

By May we will evaluate the effectiveness of this strategy by giving cumulative evaluations and comparing them with

pretests, as well as student feedback on the strategy's effectiveness. Faculty will research and share strategies for

collaborating learning and Common Core as offered through professional development activities (NCSS and CCSS

conferences, WCCUSD training, TAH participation, etc.




Parent (008)

Professional Dev (024) PD fees/substitue teachers as necessary. Most of this

data has been and likely will be covered by

WCCUSD Teaching American History (TAH)

Project Grant. Teachers will utilize existing campus

smart-room technology and computer labs.

Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0



Annual Cost 0


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Increase teacher and student awareness for technical marketable skills, allow for integrating into Service Learning and Senior

Project and allow for greater career awareness.


Teachers will attend seminars and conferences both at and away from the college campus to learn about contextualizing

instructional content (to make it more meaningful), to learn about career ladders, and to make deliberate connections for

students between book knowledge and valuable work skills.



that through information, education and internships, we have developed genuine connections between school and

technical careers. Students have gained unique and individual intern experiences that have helped them become more

aware of fields in which they have expressed interest.




• Read and develop awareness for the need and value of Tech Prep programs. • Brainstorm how teachers can support student acquisition of work skills in general and those specific skills needed to

succeed without the Tech Prep grant that expired June, 2011.

By September 21 we will - Identify and emphasize skills required for success in the workforce.

By November 16 we will - Determine more ways to integrate service learning and prior Tech Prep options.

By December 14 we will - Continue to deepen our understanding and create more connections between school subjects,

higher education (college knowledge) and work competencies.

By March 15 we will -Continue to deepen our understanding and create more connections between school subjects, higher

education (college knowledge) and work competencies.

By May 15 we will -Continue to deepen our understanding and create more connections between school subjects, higher

education (college knowledge) and work competencies.




Parent (008)

Professional Dev (024) Copies of articles, career information, pay scales by

industry, etc

Technology (001) Access to internet, computer

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Educationally Disadvantaged Youth (EDY) #1

(Socio-Economically Disadvantaged - SED)


Response to Intervention (RTI) - Collaborative Inclusion Model


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

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

academic period by either the general or special education teacher. The special education teacher teams for two periods with a general

education core teacher, has one period for collaboration with general education teachers and to monitor special education students and

has two tutorial periods to work intensively with special and general education students who need more intensive services.

Our specific program is set up as follows:



We will have classroom teachers sit in the college course, plan instructional support for the college course with the

college instructors, and then deliver interventional lessons and tutoring support to targeted students as needed to

maintain proficiency.





Program Specific for Student Use (001) Student Materials EIA/SCE 215

Parent (008)


Technology (001)

Library (006)

Annual Cost: 215



Afterschool tutoring for targeted students. [X] EIA/SCE 5020.00

Annual Cost 5,020



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other



Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 215


Total Expenditures: 5,020


Title I 0

EIA/LEP 0

EIA/SCE 5,020




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

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EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Culturally Responsive Pedagogy


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


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

incorporating culturally responsive pedagogy into teaching and learning across the school

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

using culturally responsive approaches with students and other stakeholders

The specific strategy components are as follows:

• Teachers will consistently post the day's standard and agenda on the board at the beginning of class.

• The administration will work with the college to ensure, whenever possible, that our high school teachers have back-

to-back classes in the same classroom. This will allow more time for preparation and bell-to-bell education.



The walkthrough protocol has encouraged us to be more self-accountable, as a school, for culturally responsive

practices. Through this process, we have identified two important areas for growth.




• Review the equity walkthrough protocol procedures, the definitions and community agreements with the entire staff. • Administration will work with the college to assign classrooms for long blocks of time.

By September 30 we will - Assist all staff in reviewing the equity walkthrough protocol and using it to complete an individual

assessment.


• Meet by department / grade level for reflection on effectively using the protocol to increase student achievement and

improve the school environment, with a focus on culturally responsive teaching and learning.

• Conduct an initial internal equity walkthrough using the protocol.

By October 29 we will - Based on the initial walk-through, discuss our progress toward the two critical needs areas, and the

next steps necessary for further improvement.

By October - June we will - Conduct an equity walkthrough with a combined district and site team per established

procedures.

By Monthly we will

• All staff members will conduct monthly walk throughs, paying special attention to whether standards and agendas

are posted.

• Meet to review, monitor and evaluate the implementation of the two actions selected for the school.

By December we will - Administration will work with the college to assign classrooms for long blocks of time in the Fall and

Spring semesters.




Parent (008)

Professional Dev (024) district provided culturally responsive pedagogy

modules

Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Guidance on

conducting effective

walkthroughs

Hattie Smith [X] [ ] [ ]

Annual Cost 0



Reporting of walkthrough findings by individual

teachers during monthly staff meetings

[ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Accumulated walkthrough forms from throughout

the semester, demonstrating the extent to which

goals were achieved.

[ ] [ ] [ ] [X]



Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement




Individualized, targeted Instruction in Cooperative groups: any and all subjects

CAHSEE Prep: all students in grades 9,10, and 11 will take the PSAT and then analyze their strengths and weaknesses in the

computer lab with their English and Math high school or seminar teachers. Teachers will help students strengthen all strands

tested in preparation for passing the CAHSEE, SAT, ACT, etc..


Differentiated Instruction, opportunity to participate in support for College courses through Early College Seminar

(participation and peer tutoring), and after school Intervention (opportunity to build/clarify/cement key concepts and skills)

for receiving and providing tutoring.



when students are well-focused and disciplined, this strategy was very effective.




• Create a list of all students on probation who require after school academic assistance, sort them by subject/area of

weakness and area for targeted instruction.

• Review this process as a staff, collect ideas for creating a formalized system of communication between teachers, and

agree on one.


• Requisition tutors from the CCC/MCHS SciMath program director. • Counsel higher level math and science students to seek tutoring through the college skills center, or form peer study

groups. • Administer diagnostic assessments/pre-tests to all students.

• Update grade 9-12 lists for academic support based on CST data. • Identify all students who scored at Basic or Below Basic on the CSTs by subject, standard and strand. • Identify strengths and weaknesses of all students based on CST reports, past year grades, and teacher diagnostic

assessments.

• Start extended day intervention for all students. • Call home school-day absences daily.

• Contact parents of students who are absent from or off task during intervention classes.


• Add students to the intervention student roster based on progress report marks. • Determine instructional strategies and areas of focus for review during extended day intervention.


• Determine each student's performance as measured by Quarter 1 marks, benchmarks, or standards-based teacher

assessments.

• Group students and deliver targeted instruction in extended day intervention classes to address their areas of

weakness.

• Repeat this action step at each marking period

By December 10 we will

• Choose additional appropriate strategies for improving student understanding and evaluate those currently in use

(cooperative learning with college tutors, some student peer tutoring). • Discuss student progress in Semester 1, challenges faced and possible solutions, self-assess effectiveness of the

program based on data gathered. • ELA and ECS math instructors schedule computer lab in preparation for analysis of PSAT results; analize data as

scheduled upon arrival of materials

By May 13 we will


with adjustments, or substituted with another research based effective strategy to support student success.

• Provide the monitoring feedback and notes in writing to the school site council.



Program Specific for Student Use (001) Planners, rosters, Connect-Ed access

Parent (008)


Technology (001) Copier, paper, toner, lab access

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other



Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Individualized, targeted Instruction in Cooperative groups


Differentiated Instruction, opportunity to participate in Robotics, Forensics, college course enrollment beyond the MCHS

Educational Plan, fifth year coursework and support for College courses through Early College Seminar (participation and

peer tutoring), and after extended day Intervention (opportunity to build/clarify/cement key concepts and skills) for receiving

and providing tutoring.



this is an effective strategy.



By August 10 we will - Provide all teachers with a list of GATE students by grade.


• Have students self-select their college courses and extended learning opportunities for the semester.

• Start extended day tutoring and intervention for all students.

By September 17 we will - Conference with any GATE students not performing at acceptable levels (Marks of B or above).


• Confer and re-evaluate needs based on marks, assessments, progress as reported by college instructors, and parent

conferences. • Provide and encourage student participation in internships, extended day academic and civic projects, and

organizations.

• Repeat this step at each marking period.

By January 14 we will - Begin after-school robotics program targeted primarily at GATE students.

By May 13 we will

• Evaluate this strategy and measure its effectiveness

• Provide our recommendations for staying with this strategy, making adjustments to make it more effective, or

propose a different strategy in writing on the monitoring for for consideration by the SSC.




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

GATE student attendance in all classes [ ] [ ] [ ] [X]

CAHSEE results for GATE students [X] [ ] [ ] [ ]

College and High School grade progress for GATE

students

[ ] [ ] [ ] [X]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

English Learners (EL) #1


Apply differentiated instruction and individualized tutoring for English Learners.


Differentiated instruction, opportunity to participate in support for college courses through Early College Seminar

(participation and peer tutoring); extended day study time (opportunity to build/clarify/cement key concepts and skills) with

an ELD and SDAIE teacher for improving fluency in English.



this strategy has been effective in supporting individual students.



By August 10 we will - Determine who our ELL students are, and provide a list identifying the students by grade and

proficiency.


• Confer with the ELL at our school and inform them about after school ELD instruction. Get a commitment for

them to attend. • Offer individualized tutoring weekly to EL students for all class support and passing of CAHSEE as needed. Use

strategies and methods from Accelerated Academic English, a Focus on the English Learner by Robin Scarcella.

By September 17 we will - Add students based on progress reports and the students' CELDT levels.

By September 23 we will - Communicate student limitations and expectations to parents of ELL students.


• Analyze the progress on the ELD students on the Q1 report, and adjust instruction.

• Reevaluate based on parent conferencing, student marks, progress reported by college instructors, and assessments

by the extended day ELD instructor.

• Repeat this action step after each marking period

By May 13 we will

• Evaluate this strategy and measure its effectiveness. • Provide our recommendations for staying with the strategy, making adjustments to make it more effective, or use a

different strategy in writing on the monitoring form for consideration by the SSC.




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Teacher to supervise EL development extended day

tutoring

[X]

Annual Cost 0



Annual Cost 0



Annual Cost 0



Progress of EL students is discussed at every

faculty meeting, and appropriate interventions are

created.

[ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

CAHSEE results for English Learners [X] [ ] [ ] [ ]

Grade results from high school and college classes [ ] [ ] [ ] [X]

English Learners (EL) #1

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Extended Learning #1

(Before/After/Saturday School)


Extended day tutoring for all subjects, and focused small group tutoring for targeted subjects.


Trained college and MCHS tutors, as well as MCHS instructors, help MCHS students during extended day tutoring..



that early intervention has helped students achieve at a higher level. Students like studying together and build a sense

of community while working together. More students earned "A" and "B" marks, and more were eligible for higher

rigor courses in ELA, math, and science.




• Determine students who need extra support (CST) • Administer diagnostic assessments/pre-tests to all students


• Identify strengths and weaknesses of all students based on CST reports, past year's grades, and teacher diagnostic

assessments.

• Identify all students who scored at Basic or Below on the CSTs by subject, standard and strand. • Update 9-12th grade reading lists for academic support with CST data. • Start extended day intervention classes for all students.


• Add students into the student roster based on progress report marks. • Determine instructional strategies and area of foci for review during extended day intervention.

• Repeat the step at each progress report and marking period.


• Determine each student's progress as measured by Quarter 1 marks, benchmarks, or standards-based teacher

assessments.

• Group students and deliver targeted instruction in extended day intervention classes to address their areas of

weakness.

• Repeat this process at each marking period.

By December 10 we will

• Choose additional appropriate strategies for improving student understanding and evaluate those currently in use

(cooperative learning with college tutors, student peer tutoring).

• Discuss student progress in Semester 1, challenges faced and possible solutions, self-assess effectiveness of the

program based on data gathered.

By May 13 we will


with adjustments, or substituted with another research based effective strategy to support student success.

• Provide the monitoring feedback and notes in writing to the school site council.



Program Specific for Student Use (001) Student planners, school and college course syllabi,

textbooks in use.

Parent (008)


Technology (001) CAHSEE and PSAT prep software, and a computer

lab

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0



Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

College and high school grade results, specifically

monitoring grade improvement of those students

referred to extended day tutoring.

[ ] [ ] [ ] [X]

CAHSEE results [X] [ ] [ ] [ ]

Student attendance lists for extended day tutoring

sessions.

[ ] [ ] [ ] [X]

Extended Learning #1

(Before/After/Saturday School)

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT

(STUDENT SUPPORT SERVICES)

Data Analysis

(Attendance, Health and Safety, Climate)

Data Reviewed Concern/Strength Description of Findings (400 character max)

Attendance Area of concern

Area of strength

2010-11 average attendance: %

Suspension Data Area of concern

Area of strength

Parent/Community Survey Area of concern

Area of strength

Crime Statistics - Site Area of concern

Area of strength

Other: Area of concern

Area of strength

Other: Area of concern

Area of strength

Student Programs

Attendance

Program to be used during the 2012-13 school year:

Phone calls home to determine if absences are excused or unexcused.

Description of the above Program:

Period review of attendance, use of Connect-Ed and follow-up phone calls and conferencing for habitual tardies and absences.

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


[ ] This is a new Program this year.

Action steps to implement the Program:

By Daily we will - Take accurate attendance.

By Daily we will - Notify parents when students are absent from one or more classes.

By Weekly we will - Notify parents when assigned students are absent from intervention classes.

By Weekly we will - Make personal phone calls home to follow up on chronic absences and schedule conferences as needed

By During any family conference we will - Study and address student attendance




Parent (008)


Technology (001) Laptops provided by WCCUSD for online teacher

attendance, Connect-Ed access.

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Continued monitoring of individual and aggregate

attendance rates.

[ ] [ ] [ ] [X]

Attendance

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

Health and Safety

Programs to be used during the 2012-13 school year:

Program Activity

Tobacco Use Prevention Education (TUPE) Tobacco intervention groups are available for students who are in violation of

use or possession of tobacco products.

Cessation programs are available for students wishing to quit smoking.

Safe and Drug-Free Schools (SDFS) Grade 9 and 11 students participate in the CA healthy Kids Survey. Data is

utilized to inform program development and implementation and evaluation.

Conflict Mediation

Other: Practice drills, CBOs-student services

Other: Disaster preparedness drills at different times throughout the year.

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


This is a new Program this year.


By August 10 we will - Create our calendar of safety drills

By Monthly we will - Send a representative to the College Safety Committee meetings.




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0



Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Healthy kids survey results [ ] [ ] [ ] [X]

Health and Safety

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

School Climate #1


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

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


• Culturally Responsive engagement strategies will be used by all staff

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

the school

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

levels.

Our structure allows each teacher to engage with each student as an individual. We understand the background and needs of

each student, and when necessary, we use this knowledge to manage behavior and discipline in a culturally responsive manner.






• Study student data, including CST performance, benchmarks, grade distribution in high school and college courses,

etc. • Develop a common presentation to share individual CST scores with classes of students, and then use that

presentation to help students understand their own strengths and weaknesses as measured by the CST. Teachers

will use grade level and individual data to develop scaffolding for instruction. Teachers will collaborate in planning

articulated and rigorous lessons.

• Develop and implement character education curriculum at all grade levels.


• Hold our first progress report night, where students receive feedback on all coursework and behavior expectations. • Hold weekly check-in meetings with the school sub-groups during intervention and extended learning programs. • Begin to analyze and discuss student performance and progress on a monthly basis. Students "at risk" will be added

to after school study groups.

By Daily we will - Remind and hold students to high expectations.

By Monthly we will

• Plan extended day study sessions as they determine students require support • Collaborate with college instructors and establish communication with the teachers who have MCHS students in

their classes.

By May 13 we will Evaluate this strategy for effectiveness and record adjustment or recommend a new research proven

strategy to address climate and submit to SSC in written form.




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0



Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Regular anecdotal reports on student behavior,

attitude, attendance and performance from college

faculty.

[ ] [ ] [ ] [X]

School Climate #1

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

School Climate #2

Program to be used during the 2012-13 school year:

Empower students to take responsibility for their own learning and behavior when making academic and non-academic

choices as measured by observation and reports from college personnel, and empowering teachers through shared governance.

Description of the above Program:

Students will be guided to make self-assessment and metacognition, and an understanding of grades, CST scores, A-G classes,

and their implications for advanced learning.

Teachers are using student data and seminars, Middle College National Consortium (MCNC)’s self-reflection (individual,

department, and Instructional Leadership Team (ILT) to understand the challenges in improving student access to core

content knowledge and capacities.

Our specific strategy implementation includes:

Our structure allows each teacher to engage with each student as an individual. We understand the background and needs of

each student, and when necessary, we use this knowledge to manage behavior and discipline in a culturally responsive manner.





By Daily we will continue to meet the students' needs through individual understanding and culturally responsive

engagement.

By Weekly we will complete walkabouts conducted by all staff.




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0



Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Accumulated walkthrough reports showing our

level of achievement toward goals.

[ ] [ ] [ ] [X]

Annual suspension data [ ] [ ] [ ] [X]

School Climate #2

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Overall Budget Summary

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 215


Total Expenditures: 5,020


Title I 0

EIA/LEP 0

EIA/SCE 5,020




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Other Coordinated Services



Title I 0

EIA/LEP 0

EIA/SCE 0

Coordination of Services

Personnel

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

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

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

Position / Name Rationale Funding Source/Amount

N/A /

Other Coordination of Services Costs (materials, supplies)

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

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

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

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

Item Rationale Funding Source/Amount

Miscellaneous Student Supplies

School Wide Support Supplies

Agreements

The following critical compliance items are in place throughout WCCUSD:

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

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

item.

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

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

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

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

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

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

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

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

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

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

can be made where needed.

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

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

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

in our SPSA. The following represents our agreements:

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

assessment results through the following activities:

• grades and CST data mailed home at each appropriate period

• four parent nights per year

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

and how to monitor academic progress through the following activities:

• freshman orientation, with parent and student attendance mandatory

• four parent night meetings per year

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

performance as follows:

• general parent night meetings four times per year • open meetings for parents with GATE and EL students • parent participation on school site council and MCHS advisory council

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

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

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

Law, the following actions are taken:

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

readily available to homeless families.

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

homeless liaison.

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

training on the special needs of homeless children and youth.

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

site councils.

Title I Schools Only:

Parent Involvement is supported through the development and maintenance of

1) school-level parent involvement policy - Revised on

2) parent-school compact - Revised on

Our site will hold an annual Title I meeting to

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

2) explain the requirements of Title I, and

3) explain the rights of parents to be involved. For 2012-13 this meeting is held on:

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

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

review and improvement of Title I programs.

Centralized Direct Services

Educational Services provides the following centralized direct services:

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

• Assistance in administering annual and initial CELDT

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

• English learner data analysis and reports for schools

• English learner parent education opportunities

• Identifying translators and interpreters to meet school needs

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

instructional methodologies appropriate for English learners

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

the school

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

• Graduate Tutors provided at all elementary schools to support ELs

• Additional FTEs for class size reduction for secondary ELD classes

west contra costa unified school district middle college ......2013/01/30 · west contra costa...

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