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West Contra Costa Unified School District El Cerrito Senior High School
SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-10
Board Approval Date: January 6, 2010 Contact Person: Principal: Telephone Number: Address: E-mail address: Jason Reimann Jason Reimann (510) 231-1437 540 Ashbury Avenue El Cerrito, CA 94530 jreimann@wccusd.net
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BOARD OF EDUCATION
2009-10 MADELINE KRONENBERG, President ANTONIO MEDRANO, Clerk AUDREY MILES, Member CHARLES RAMSEY, Member TONY THURMOND, Member Superintendent Dr. Bruce Harter District Address 1108 Bissell Avenue Telephone (510) 231-1101 Email Address bharter@wccusd.net Assistant Superintendent Nia Rashidchi District Address 1108 Bissell Avenue Telephone (510) 231-1130 Email Address nrashidchi@wccusd.net
City Richmond, CA Fax (510) 236-6784
Zip Code 94801
City Richmond, CA Fax (510) 620-2074
Zip Code 94801
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Contents Page
School Site Council (SSC) Recommendations and Assurances SSC Roster Safety, Library, Technology Assurance Page Executive Summary Stakeholder Involvement Action Plan for Improving Student Achievement (Academic) Goals, Indicators, Data Analysis QEIA Checklist/Monitoring and APS (DeAnza, Kennedy, and Richmond - Only) System-wide Barriers Student Achievement Strategies RLA #1 RLA #2 Math #1 Math #2 Science History/Social Science Physical Education Visual and Performing Arts Career and Technical Educationally Disadvantaged Youth Special Education Gifted and Talented Education (GATE) English Learners Extended Learning Action Plan for Improving Student Achievement (Student Support) Data Analysis Student Support Programs Attendance Health and Safety School Climate Coordination of Services Page Agreements Centralized Services
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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. 2. 3. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 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. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): [X] [X] [X] [X] 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. 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. This school plan was adopted by the school site council on: October 14, 2009. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the 2009-10 school year, using the WCCUSD monitoring process.
5. 6. 7.
Attested: Jason Reimann Typed name of school principal Signature of school principal Date
Typed name of SSC chairperson
Signature of SSC chairperson
Date
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Assurances Regarding the School Safety Plan
The principal’s signature verifies that El Cerrito Senior High School has reviewed the school Safety Plan for 2009-10. The plan [ ] was [ ] was not updated. Key elements of safety, emergency and crisis preparedness were reviewed and discussed with all school faculty and staff.
Jason Reimann Typed name of school principal Signature of school principal Date
Assurance Regarding the Library Plan
The principal’s signature verifies that El Cerrito Senior High School has reviewed the district Library Plan for 2009-10.
Jason Reimann Typed name of school principal Signature of school principal Date
Assurance Regarding the Technology Plan
The principal’s signature verifies that El Cerrito Senior High School: [ ] will develop a Technology Plan for 2009-10 [ ] has updated the Technology Plan for 2009-10
Jason Reimann Typed name of school principal Signature of school principal Date
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West Contra Costa Unified School District El Cerrito Senior High School 2009-10 School Site Council Membership Roster
Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows: Email address
(Home mailing address if email n/a)
Names of Members Parent/Community Members #1 #2 #3 Student Members #1 #2 #3 Caitlyn Taffe Taylor Doty Lea Artiaga
Phone Number
Term ends on*:
Identify Chair Person:
[ ] [ ] [ ]
Sept. 2010 Sept. 2011 Sept. 2011 Sept. 2010 Sept. 2011 Sept. 2011 Sept. 2011 Sept. 2011
[ ] [ ] [ ]
School/Other Members Tchr #1 Tchr #2 Tchr #3 Tchr #4 Other Principal Jeremiah Holland Rich Cohen Stevenson Martin Andrew Bozant Jorge Tovar Jason Reimann 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. [ ] [ ] [ ] [ ] [ ] [ ]
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Executive Summary
Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2009-10 WCCUSD Goals. Our school establishes programs, activities and actions which are designed to continually address these goals. GOALS: Equity: Implement fair, evenhanded district and school level policies, practices, and actions that ensure each student counts, all students can learn, district resources are developed and deployed based on recognition and acknowledgement of the needs and strengths of each student, and all stakeholders are valued members of the WCCUSD community. El Cerrito High School will evaluate disaggregated data on a regular basis to identify underserved demographic groups and assess their needs. Once these groups have been identified, best practices for closing any achievement gaps will be brought to the attention of the faculty. Professional development that is accord with these strategies will be given to all ECHS teachers. Culturally relevant pedagogy, culturally relevant curriculum and community outreach will be elements of ECHS’s approach to minimizing achievement gaps. Appropriate instructional staff shall complete SB 472 training in English Language Arts or mathematics. All new staff and appropriate residual staff shall complete training in Direct Instruction and targeted instructors shall complete a coaching cycle in Direct Instruction. Administrators, counselors and teachers will identify students from underserved communities that are high-performing, but not enrolled in challenging, academically rigorous courses and place them in advanced courses. Events that celebrate cultural diversity and the various histories of all students at ECHS will also be tied into course curriculum and ongoing student activities. 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. The El Cerrito High School community is extremely proud of receiving a six year WASC accreditation last year. School community members, including students, staff and parents made recommendations regarding the school wide Expected School-wide Learning Results (ESLRs) and how these standards can be used to strengthen the instructional program at El Cerrito High School. In alignment with the school vision of academic achievement for all students, the ESLRs specify that, upon graduation from El Cerrito High School, all students will: • Be independent learners • Be problem solvers • Be prepared to develop a career pathway • Communicate effectively in writing, speaking, listening, and reading • Be self directed, responsible citizens. Further, in 2005, El Cerrito High School was designated a School Assistance and Intervention Team program school. The school will implement the Essential Program Components (EPCs) with fidelity based upon the Academic Program Survey for the high school grade span. Under the provisions and auspice of SAIT, El Cerrito High School instituted a series of academic support /intervention classes in the areas of mathematics and English for respective 9th and 10th grade students. These classes included intensive and strategic support in Algebra and Corrective Reading and writing support in the area of English. Moreover, all 9th and 10th grade students are strategically placed via placement exams in the areas of English and mathematics. The primary focus of the academic intervention classes is to give students the prerequisite learning skills to be proficient in all subject areas. Through a series of pre-assessments, quarterly benchmark tests and post-assessments, academic progress is measured on all students. In a continued effort to address the diverse learning needs of all students, the staff at El Cerrito High School is focusing its professional development in the area of differentiation. Our diverse learning population includes our Special Education students in NSH, SH and RSP programs, our EL program comprised of ELD 1-4 students and our GATE program. Students have the opportunity subsequently, to engage in academic intervention classes, academy and career path courses, honors and advanced placement classes that address their unique educational needs.
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On a weekly basis the teachers collaborate to address the instructional needs in each of their subject areas and grade levels. Teachers will be provided training in, and models for, staff collaboration for the purpose of accelerating student achievement. The collaboration time provides teachers with an opportunity to share strategies and activities as well as review supplemental instructional materials for each subject area. Additionally, all core curricular materials align with the California State Standards and frameworks in each subject area, and the purchase of all textbooks, novels, and workbooks is consistent with the state and district adopted text lists. Relative to school wide technology, El Cerrito High School has two functioning computer labs and is a partner with the Tech Futures and Media Academy programs. Students receive education in networking, programming, graphic design and database networks. All the network systems have Internet accessibility as well. Last year the EduSoft program was initiated to support our data analysis and standards based assessment program. The data gathered from the EduSoft system has enabled departments to carefully examine areas of instructional strength as well as aspects for subject level improvement. A detailed examination of our varied instructional programs is articulated in the El Cerrito Single Plan for Student Achievement. 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 Academic Senate and Instructional Leadership Team meet twice a month to examine student data and make recommendations relative to the instructional program at El Cerrito High School. In conjunction with the School Site Council, department leaders address all facets of subject level instruction and make decisions that enhance educational opportunities in order to promote student achievement. Further, the principal and school reform coordinator meet with department leads on a weekly basis to review standards-based instruction, lesson design and formative and summative assessment measures. During weekly Wednesday collaboration, departments meet to examine and disaggregate data, share lessons and activities, and discuss methods to assess student mastery of fundamental learning concepts. All staff members are expected to use explicit direct instruction techniques, emphasizing a performance objective, guided practice and a lesson summary as key elements toward effective instruction. Teachers will be provided training and models for curriculum-embedded assessments to ensure student placement in appropriate intervention that allow them to move through intervention quickly and gain access to the core program. With regard to the Single Plan for Student Achievement, the external community plays an active role in preserving the integrity of the instructional program. The School Site Council meets monthly to review the instructional program and proposed expenditures in all subject areas. The PTSA provides ongoing support to ensure many instructional and extracurricular programs are offered at El Cerrito High School. The GATE and ELAC Parent Advisory committees also meet frequently to assess student needs and examine the effectiveness of each program respectively. Student and parent surveys are also completed annually to examine all phases of the instructional program and make recommendations for school wide improvement. Finally, the Student Council and Rep Council ensure that the students play an active role in the decision making process. Students meet weekly with school administration to plan assemblies, dances and multi-cultural workshops. Safety: Implement strategies that ensure 1) safe, positive learning and working environments, 2) site preparedness for any crisis or emergency. School wide safety is paramount in ensuring that a positive school culture/climate is sustained at all times. The staff meets regularly to discuss issues of safety and refine policies and practices relative to student conduct. All discipline policies are adhered to as stated in the Gaucho Student Planner and District Basic Commitment (DBC). The school administration ensures that all discipline policies are enforced and consequences are instituted in accordance with statutes in the California Education Code. The principal along with the custodial supervisor perform daily inspections of the campus to ensure the safety and welfare of students and staff at all times. Emergency and first aid supplies are dispersed throughout the campus and all administrative staff personnel are trained in Standard First Aid and CPR. Along with teachers and administrators, the other safety support staff includes site supervisors and our school resource officers from the El Cerrito Police Department. Both the site supervisors and the SRO’s provide on-going safety assistance and respond to any crisis or emergency situation in an expedient manner. The site supervisors and SRO’s are assisted by an active Parent Patrol that helps monitor the campus before school, at lunch and after school. The Parent Patrol is a function of the School Wide Safety Committee which meets monthly to review and prioritize effective safety measures and practices.
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El Cerrito High School continues to set a standard of excellence by providing ongoing emotional counseling and crisis intervention via the Community Project. The Community Project provides individualized counseling and a conflict mediation program, whereby students can work on resolving conflicts and develop the necessary coping strategies that promote positive interaction with their peers. Additionally, the Community Project provides workshops that inform students about alcohol and tobacco prevention, healthy living habits and sex education. The Community Project has a full time coordinator along with a cadre of part time therapists, counselors and psychologists. 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. El Cerrito High School views the participation and engagement of all stake holders as a vital component in building positive and productive relationships. To this end, we encourage the participation of parents and community members in a variety of ways. The PTSA, ECSAF (El Cerrito Student Activity Fund) provide financial support for the sustainability of all extracurricular programs at El Cerrito High School. The money raised by both organizations enables various clubs and programs to purchase resources and materials. These resources will be shared between programs this year, enabling programs with fewer fundraising activities to operate effectively. Club activities include: Forensics/Debate, Drama, Dance, Instrumental Music, Radio Broadcasting, Graphic Arts, Photography, Multi-Cultural, Yearbook, Journalism, Tech Futures, etc. Along with the numerous clubs and activities at El Cerrito High School, students participate in various Service Learning Projects. Not only is the Service Learning Project a graduation requirement for the 2008 graduates, it also reinforces the strong commitment of community service. From an external standpoint, the El Cerrito High School community has enjoyed educational partnerships with Contra Costa College, Upward Bound, Berkeley UC Access Math Program, Making Waves, Ivy League College Connection Program. AVID, ROP and Tech Futures. Each of these programs has assisted students in developing research, study habits, and initiating career and college pathways. More detailed information regarding the El Cerrito High Committees is noted in the Stakeholder Involvement section of the SPSA. 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. The El Cerrito High School (ECHS) principal will review all fund allocations for academic value. Funds will only be allocated for programs that enrich the culture and academic prowess of ECHS. Funds raised by performing arts and athletics programs may be used to purchase resources and materials. These resources will be shared between programs this year, enabling programs with fewer fundraising activities to operate effectively. The approval process, fund allocations and balances will be transparent and available for review by interested stakeholder groups upon request. 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: California Partnership Academy Grant: Information Technology Academy Program Focus: Technology & media skills Program Name: 21st Century Grant Program Focus: after-school academic tutoring
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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 SSC Actively Involved in Task or Task Delegated to Process: or Process: The SPSA Committee (composed of Academic Senate, ILT, Administrators, Instructional Specialist, and educational consultants) will review CST data, local benchmark data, and other school wide data. Findings will be used to complete Step 3. Final findings will be presented for review and approval to the SSC at the first meeting of the school year. Process: A representative of the SPSA or Process: committee will attend the respective meetings of each advisory group to provide an explanation of the current plan development process. The committee will review the recommendations of the advisory committees and provide a list of recommendations to the SSC at the first meeting of the school year. The committee will ensure that each advisory group outlines how it will continue to provide input to the council. Process: or Process: The SPSA Committee (composed of the Academic Senate, ILT, Administrators, Instructional Specialist, and educational consultants) will review findings from Step 1 and with input from members will identify strategies that align with school wide and district goals to improve student achievement. Identified strategies will be presented for review and approval to the SSC at the first meeting of the school year. Process: The council-at-large will or Process: review and discuss recommended budget allocations for the adopted strategies from step 3 at the first meeting of the school year.
Step 1
Task Analyze CST and local assessment data
Step 2
Gather input from (check all that apply) [X] GATE [X] ELAC [ ] CAC [X] Others ILT, Acad. Sen.
Step 3
SPSA strategies development
Step 4
Budget development
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Step 5 Step 6
Task Finalize and submit SPSA for School Board Approval SPSA monitoring
SSC Actively Involved in Task or Task Delegated to Date: The principal will turn in the final draft of the SPSA to State and Federal department for submission to the WCCUSD School Board on October 14, 2009 Process: The council-at-large will complete the Round 1 monitoring forms for all strategies by identified due date. The council will involve the following groups in completing the forms: advisory committees, ILT, Academic Senate. The council-at-large will complete the Round 2 monitoring forms for all strategies by identified due date. The council will involve the following groups in completing the forms: advisory committees, ILT, Academic Senate. or Process:
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ACTION PLAN FOR IMPROVING STUDENT ACHIEVEMENT (CURRICULUM AND INSTRUCTION)
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High School ELA Goals and Indicators Status of 2008-09 AYP Goal
[ ] 2008-09 NCLB AYP Goal for ELA of 44.5% met for all students and all significant subgroups - or [ ] Made AYP by Safe Harbor or other CDE Criteria [ ] 2008-09 established school goal for ELA of% met for all students and all significant subgroups - or [X] 2008-09 AYP Goal for ELA of 44.5% not met in the following areas: African-American - 25.3%; Latino - 35.3%; EDY 26.7%; EL - 13.5%
2009-10 AYP Goal (Check One)
[X] Our goal for 2009-10 is that 60.6% of all students and all numerically significant subgroups will be proficient in ELA. This goal is based on the NCLB AYP target of 55.6% proficient, plus the additional 5% District level requirement. - or [ ] We have met the 2009-10 school-wide NCLB and District target AYP goal for ELA of 60.6%. We have established the following goal:
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ELA Data Analysis (3-Year Comparison) CAHSEE (AYP) Performance - School Wide
2006-07 % Students at/above proficient Students at basic and below Total valid scores 51.9 48.1 100 # 123 114 237 % 48.3 51.7 100 2007-08 # 139 149 288 % 49.5 50.5 100 11.1% 2008-09 # 139 142 281 32
Total increase required during 2009-10 to meet the goal for ELA: Description of findings: WE have met our school-wide AYP for ELA.
CAHSEE (AYP) Performance by Subgroup - African-American
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 35.6 64.4 100 2006-07 # 32 58 90 % 21.4 78.6 100 2007-08 # 21 77 98 % 25.3 74.7 100 35.3% 2008-09 # 23 68 91 33
Total increase required during 2009-10 to meet the goal for ELA:
Description of findings: African American for African American students dropped significantly during the 2007-80 school year. It went up during 2008-9 but it has not gone as high as the 35.6% during the 2006-07 school year. [ ] Area of strength [X] Area of concern
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ELA Data Analysis (3-Year Comparison) CAHSEE (AYP) Performance by Subgroup - Latino
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 32.0 68 100 2006-07 # 16 34 50 % 41.4 58.6 100 2007-08 # 29 41 70 % 35.3 64.7 100 25.3% 2008-09 # 24 44 68 18
Total increase required during 2009-10 to meet the goal for ELA:
Description of findings: AYP for Latino students increased significantly during the 2007-08 school-year then decreased during the 2008-09 school-year. [ ] Area of strength [X] Area of concern
CAHSEE (AYP) Performance by Subgroup - White
[ ] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 85.4 14.6 100 2006-07 # 35 6 41 % 88.9 11.1 100 2007-08 # 48 6 54 % 85.7 14.3 100 0% 2008-09 # 42 7 49 0
Total increase required during 2009-10 to meet the goal for ELA:
Description of findings: AYP for White students increased from 85% to 88% then dropped 3 points during the 2008-9 school year; however, it remains well above district and state average at 85.7% [X] Area of strength [ ] Area of concern
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CAHSEE (AYP) Performance by Subgroup - Asian
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 74.4 25.6 100 2006-07 # 32 11 43 % 70.0 30 100 2007-08 # 35 15 50 % 61.8 38.2 100 0% 2008-09 # 34 21 55 0
Total increase required during 2009-10 to meet the goal for ELA: Description of findings: The Asian AYP has been decreasing for the past 2 years since. [X] Area of strength [ ] Area of concern
CAHSEE (AYP) Performance by Subgroup - EDY (SED)
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 31.7 68.3 100 2006-07 # 26 56 82 % 27.5 72.5 100 2007-08 # 33 87 120 % 26.7 73.3 100 33.9% 2008-09 # 27 74 101 35
Total increase required during 2009-10 to meet the goal for ELA: Description of findings: The SED AYP has been decreasing for the past 2 years since. [ ] Area of strength [X] Area of concern
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ELA Data Analysis (3-Year Comparison) CAHSEE (AYP) Performance by Subgroup - English Learners
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 28.9 71.1 100 2006-07 # 13 32 45 % 20.7 79.3 100 2007-08 # 12 46 58 % 13.5 86.5 100 47.1% 2008-09 # 7 45 52 25
Total increase required during 2009-10 to meet the goal for ELA: Description of findings: The English Learners AYP has been decreasing for the past 2 years since. [ ] Area of strength [X] Area of concern
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High School MATH Goals and Indicators Status of 2008-09 AYP Goal
[ ] 2008-09 NCLB AYP Goal for MATH of 43.5% met for all students and all significant subgroups - or [ ] Made AYP by Safe Harbor or other CDE Criteria [ ] 2008-09 established school goal for MATH of% met for all students and all significant subgroups - or [X] 2008-09 AYP Goal for MATH of 43.5% not met in the following areas: African-American - 18.7%; Latino - 37.7%; EDY 30.4%; EL - 34%
2009-10 AYP Goal (Check One)
[X] Our goal for 2009-10 is that 59.8% of all students and all numerically significant subgroups will be proficient in Math. This goal is based on the NCLB AYP target of 54.8% proficient, plus the additional 5% District level requirement. - or [ ] We have met the 2009-10 school-wide NCLB and District target AYP goal for MATH of 59.8%. We have established the following goal:
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MATH Data Analysis (3-Year Comparison) CAHSEE (AYP) Performance - School Wide
2006-07 % Students at/above proficient Students at basic and below Total valid scores 45.3 54.7 100 # 106 128 234 % 46.0 54 100 2007-08 # 133 156 289 % 47.9 52.1 100 11.9% 2008-09 # 134 146 280 34
Total increase required during 2009-10 to meet the goal for MATH: Description of findings: AYP performance school wide has been increasing gradually.
CAHSEE (AYP) Performance by Subgroup - African-American
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 21.6 78.4 100 2006-07 # 19 69 88 % 16.5 83.5 100 2007-08 # 16 81 97 % 18.7 81.3 100 41.1% 2008-09 # 17 74 91 38
Total increase required during 2009-10 to meet the goal for MATH: Description of findings: AYP for African American has decreased gradually for the past 3 years. [ ] Area of strength [X] Area of concern
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MATH Data Analysis (3-Year Comparison) CAHSEE (AYP) Performance by Subgroup - Latino
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 38.0 62 100 2006-07 # 19 31 50 % 37.5 62.5 100 2007-08 # 27 45 72 % 37.7 62.3 100 22.1% 2008-09 # 26 43 69 16
Total increase required during 2009-10 to meet the goal for MATH: Description of findings: AYP performance for Latino students had decreased gradually. [ ] Area of strength [X] Area of concern
CAHSEE (AYP) Performance by Subgroup - EDY (SED)
[X] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 31.3 68.7 100 2006-07 # 25 55 80 % 26.0 74 100 2007-08 # 32 91 123 % 30.4 69.6 100 29.4% 2008-09 # 31 71 102 30
Total increase required during 2009-10 to meet the goal for MATH:
Description of findings: AYP for EDY (SED) has had a moderate drop during the 2007-08 school-year; there is a increase during the 2008-09 school-year. [ ] Area of strength [X] Area of concern
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MATH Data Analysis (3-Year Comparison) CAHSEE (AYP) Performance by Subgroup - English Learners
[X] Significant Subgroup % 2006-07 # % 2007-08 # % 2008-09 #
Students at/above proficient 33.3 15 25.4 15 34.0 17 Students at basic and below 66.7 30 74.6 44 66 33 Total valid scores 100 45 100 59 100 50 Total increase required during 2009-10 to meet the goal for MATH: 25.8% 13 Description of findings: AYP for English Learners dropped 8% points during from the 2006-07 to 2007-08 school-year, and there was a significant increase of 9% points during the 2008-09. [ ] Area of strength [X] Area of concern
CAHSEE (AYP) Performance by Subgroup - Other Asian
[ ] Significant Subgroup % Students at/above proficient Students at basic and below Total valid scores 74.4 25.6 100 2006-07 # 32 24 56 % 74 26 100 2007-08 # 37 11 48 % 74.1 25.9 100 0% 2008-09 # 40 14 54 0
Total increase required during 2009-10 to meet the goal for MATH: Description of findings: AYP for Asian students has flat lined. [ ] Area of strength [ ] Area of concern
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High School CST Data Analysis CST Performance - School Wide English-Language Arts
2006-07 % Students at/above proficient Students at basic and below Total valid scores 40 60 97 # 360 541 901 % 39 61 97 2007-08 # 331 518 849 % 41 59 97 2008-09 # 360 517 877
Description of findings: CST data shows a positive increase during the last three years: We begun at 40% percent, then dipped to 39% and it increased significantly again to 41%. Overall, there are more students who are performing at/above proficiency. Oppositely, the percentage of students performing basic and below has decrease to correlate the increases for students who are at or above proficiency.
CST Performance - School Wide Algebra I
2006-07 % Students at/above proficient Students at basic and below Total valid scores 1 99 35 # 3 324 327 % 2 98 29 2007-08 # 5 253 258 % 2 98 24 2008-09 # 5 223 228
Description of findings: The percentage and students at or above proficiency grew between the 2006-07 and 2007-8 school year and has since stabilized at 2% proficient. Currently, 98% of students are performing at basic and below basic.
CST Performance - School Wide Biology
2006-07 % Students at/above proficient Students at basic and below Total valid scores 12 88 36 # 3 24 27 % 15 85 35 2007-08 # 5 26 31 % 15 85 39 2008-09 # 5 28 33
Description of findings: There was a 3% growth during 2006-07 and 2007-08 school year for students at or above proficiency. It remained the same for the 2008-9 school year. At the same time, there was a decrease in the number of students at basic and below: it decreased from 88% to 85% and has remained stable for the 2008-09 school-year.
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Academic Performance Index (API)
Base 2008 API 659 2009 Growth Target Points 7 2009 API 636 Growth Points -23 Met API No
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English Learner Goals Status of 2008-09 AMAO 1 Goal (Check One)
[X] 2008-09 NCLB AMAO 1 goal of 51.6% of English learners meeting the annual growth target met. - or [ ] 2008-09 NCLB AMAO 1 goal of 51.6% of English learners meeting the annual growth target not met.
Status of 2008-09 AMAO 2 Goal (Check One)
[X] 2008-09 NCLB AMAO 2 goal of 30.6% of English learners attaining English proficiency (defined as a score of Early Advanced or Advanced with no skill area below Intermediate) met. - or [ ] 2008-09 NCLB AMAO 2 goal of 30.6% not met.
New 2009-10 AMAO 1 Goal (Check One)
[ ] Our goal for 2009-10 is to meet or exceed the NCLB AMAO 1 goal of 53.1% of our English learners meeting the annual growth target. - or [X] We have met the 2009-10 NCLB AMAO 1 goal of 53.1%. We have established the following goal 60% meet the annual growth target
New 2009-10 AMAO 2 Goal (Check One)
[ ] Our goal for 2009-10 is that English learners will meet the NCLB AMAO 2 target of 32.2% - or [X] We have met the 2009-10 NCLB AMAO 2 target of 32.2%. We have established the following goal 35% meet the annual growth target
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Two Year Comparison of AMAO Data (Annual Measurable Achievement Objectives - Measured by CELDT) AMAO 1 - Annual Growth
Percentage of English learners (EL) who have met the growth target (e.g., moved one level or more). AMAO 1 % Students met AMAO 1 Students did not meet AMAO 1 Total # in Cohort 1* Total increase required during 2009-10 to meet the goal: 61.8% 29.8% 91.6% 2007-08 # 81 50 131 % 56.3% 33.7% 90% 3.7% 2008-09 # 81 63 144 5
* 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. AMAO 2 % Students met AMAO 2 Students did not meet AMAO 2 Total # in Cohort 2** Total increase required during 2009-10 to meet the goal: 40.7% 59.3% 41.3% 2007-08 # 24 35 59 % 33.3% 66.7% 45.% 1.7% 2008-09 # 24 48 72 2
** Cohort 2 for 2007-08 includes: • All ELs who were at the Intermediate level the prior year • ELs at the Early Advanced or Advanced level who were not English proficient the prior year • ELs at the Beginning or Early Intermediate levels in the prior year who were first enrolled in U.S. schools four or more years ago • ELs at the Beginning or Early Intermediate levels in the prior year, who entered U.S. schools after June 30, 2004 and who met the English proficient level in 2008.
Please note: If the cohort size is smaller than 25, no AMAO results are available.
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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 Staffing: Because of district-wide budget limitations, the staffing allocation for ECHS was reduced for the 2009-2010 school year. Facilities maintenance: With a new facility that is now more than 250,000 square feet, the expectations and workload for custodial staff has raised, however, no new staffing was provided. Facility capacity (space for classrooms/programs): Safety: Materials availability: Technology: Fiscal Support: Compliance Support: Curriculum and Instruction Support: A surge in the retirement of ECHS teachers has left our site with a large number of new teachers. Other: Strategy for Overcoming Barrier [X] * In order to compensate for this change, ECHS changed its scheduling system for the 2009-2010 school year. Maximum class sizes for academic courses had to be raised from an average of 30 to an average of 35. [X] * Custodial details were revised for the new facility. Custodial supervisor will review details and give a daily report to the principal. [ ]* [ ]* [ ]* [ ]* [ ]* [ ]* [X] * Instructional Specialist will conduct new teacher meetings on an ongoing basis with new teachers to provide additional support and professional development. [ ]*
[X]
[X]
[ ] [ ] [ ] [ ] [ ] [ ] [X]
[ ]
* A check in the box indicates that completion of this section requires additional central administrative department support.
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Student Achievement
Reading Language Arts - RLA #1
Strategy to be used during the 2009-10 school year: Vertical team unit planning Description of the above strategy: The department will form vertical teams (vertical refers to grades 9-12), composed of four people each. Each member of the vertical team will focus on one grade level, and together the team will create a set of novel-based units that will coordinate learning goals and instructional strategies in student reading and writing. For example, a group might focus on persuasion. In the units they create, the ninth and tenth grade teachers for this group would strategize how to teach the persuasive essay, and what differences should exist in expectations and instruction between 9th and 10th grades. In the same group, the 11th and 12th grade teachers might focus on teaching students how to critique expository or persuasive texts by examining the rhetorical strategies the author uses. The goals of this project are to better understand for ourselves the progression of skills and concepts that students should learn from 9th to 10th grade, and to better coordinate with one another to ensure student success in learning those skills and concepts. We also seek to better prepare underclassmen to take AP level classes their junior and senior years, so as to increase the number of students taking these advanced classes, to make AP classes better representative of our overall school population, and to ensure student success in AP classes. A short-term goal measurable this year is that students will be more aware of the progression of skills expected of them in high school and necessary for success in AP classes. Students will be surveyed at the beginning and end of the class to assess their awareness of this progression. This strategy continues the work done last year to create a common set of rubrics that illustrated the differences in expectations across grade levels for persuasive and expository writing. Furthermore, it is the first major step in creating an AP Vertical Team for English at ECHS. Vertical Teams are a strategy used across the nation and endorsed by College Board to increase student numbers, performance, and diversity in the AP English classes. Our choice to engage in AP Vertical Team strategies is informed on data from the Human Resources Research Organization that even modest efforts at Vertical Teams had positive effects in increasing the efficacy and equity of AP English programs (Source: College Board Office of Research and Development. "Summary of Evaluation Results of Advanced Placement Program Vertical Teams for English." Research Notes. September, 2002). Finally, the goal is designed to support school-wide WASC Goal #3.1 and #3.2. This strategy will address the specific learning needs of students in the following subgroups: [X] African-American [X] Latino [X] EDY [X] EL [X] Special Ed. [ ] Other: This strategy will address the content cluster area of Writing: [X] Written Conventions [X] Writing Strategies [ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new strategy this year.
[X]
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Action steps to implement the strategy: By 10/14/09 we will Establish Vertical Unit Plan teams and identify the standards at each grade level that will be addressed (and which coordinates well across grade levels). By 11/11/09 we will Create a set of learning objectives for each unit in each Vertical Team. By 12/9/09 we will Design one or more summative assessments for each unit in each Vertical Team. By 1/20/10 we will Design formative assessments for each unit in each Vertical Team. By 2/10/09 we will Design a calendar for each unit in each Vertical Team. We will also assess students' current awareness of the progression of English skills in high school via a survey. By 6/1/10 we will Create all materials and lesson plans for each unit in each Vertical Team and publish them on the T drive. We will also reassess students' awareness of the progression of English skills in high school via a survey. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Materials "Vocab Wall" poster sleeves (to post academic vocabulary) Paper 1200 Manila Folders (for student portfolios)
Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position Vertical Team Planning Teachers for parent info night Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ] % FTE or Hourly/Time Card [X] [X]
Professional development activities to implement the strategy: Topic Vertical Alignment of Standards Backwards Unit Planning Pre-AP and AP Training Formative vs. Summative Assessment Backwards Lesson Planning Presenter/Trainer Curt Douglas Curt Douglas, Humphrey Kiuruwi? College Board Curt Douglas, Humphrey Kiuruwi? Curt Douglas In-House [X] [X] [ ] [X] [X] or Contract [ ] [ ] [ ] [ ] [ ] Frequency Monthly [ ] or Travel/Conference [ ] [ ] [X] [ ] [ ]
Teacher collaboration time to implement the strategy: Activity Vertical Team Planning Meetings
Weekly [ ]
Other bi-monthly unless funds are available for additional planning sessions
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Parent involvement activities to support the strategy Activity Parent/Student Input Meeting: What do you feel your child is learning from ECHS as a reader and writer? What do you feel your child needs to learn that he or she is not getting? (and other feedback) Presentation to parents of our vertically coordinated units at the end of the school year. Study trips to support the strategy: Grade General Focus (e.g., museum, farm) Academics [X]
Focus Community Building [X]
Communications [ ]
[X]
[X]
[X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Diagnostic District Writing Prompt Final Benchmark Essay Test of each term Parent and Student Surveys
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [X] [ ] [ ] [X] [ ] [ ] [ ] [ ] [ ]
Other [ ] [ ] [X]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $1500
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Reading Language Arts - RLA #2
Strategy to be used during the 2009-10 school year: To teach students how to develop discussion questions and use them to engage in rich discussion of texts with their peers. Description of the above strategy: Few would argue that effective participation in a group discussion is a skill that we should teach our students. A shared space for exploring a text can create a synergy in which students build ideas about a text that they would not have come to on their own. Furthermore, in the introduction to the California English Language Arts Framework, the authors assert that "Opportunities for students to initiate and participate in discussions on instructional topics build academic language." What's more, this is a skill that students will be expected to bring with them to higher education. In the College Board's English Language Arts "Standards for College Success," the authors note that "Students’ ability to speak effectively is critical to their success in college." Furthermore, they write, "Group discussion skills are used both inside and outside the classroom, including participating in and leading group projects and organization meetings." This year our department will explore various strategies for teaching discussion, among them teaching students to develop effective discussion questions. We will begin by sharing best practices and collecting articles to read and discuss. As recommended in the California Language Arts Framework, our department will look at strategies such as Goldenberg's "instructional conversations" and Beck's "questioning the author." Another of our guiding principals will be Bloom's Taxonomy. The College Board’s "performance expectations" for group discussion will also be considered when articulating for ourselves the qualities of effective student discussion that we want them to achieve. This Strategy supports ECHS WASC Goal #3, especially 3.1. Our beginning measure will be an initial graded class conversation that we will score according to a common rubric. We will then use the same rubric throughout the semester and use it to gauge students' growth. This strategy will address the specific learning needs of students in the following subgroups: [X] African-American [X] Latino [X] EDY [X] EL [X] Special Ed. [ ] Other: This strategy will address the content cluster area of: [X] Comprehension [X] Vocabulary [ ]
[ ] Other:
[X]
We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new strategy this year.
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Action steps to implement the strategy: By 11/4/09 we will Share our strategies for, success with, and frustrations with teaching students how to develop questions and engage in peer discussions. We will brainstorm the criteria of successful conversation that we want students to achieve by the end of their senior year. Lastly, with the help of Ms. Hetler and Mr. Kiuruwi we will gather a reading list of articles and other resources regarding peer discussion. By 1/6/10 we will Read and discuss the articles/resources on our reading list. Choose a common set of strategies and academic vocabulary by which to teach discussion. Design a progression of discussion skills from 9th to 12th grade. Agree upon common student performance criteria for discussion. By 1/27/10 we will Perform a common diagnostic assessment of students' discussion skills. By 2/3/10 we will Analyze the results of the diagnostic and discuss how those results should inform our instruction. By 3/3/10 we will Implement strategies for group discussion in our classrooms and reflect upon challenges/successes via videotaping discussions and peer analysis of those discussions. By 6/2/10 we will Perform a common assessment of student discussion skills, reflect upon the results, reflect upon successes and challenges in our instruction of discussion skills, and discuss whether to continue with this strategy next year. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) 3 reams of paper for copying academic articles Audio recorders (30) Video Cameras (2) Tripods (2) Materials
Library (006) Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ]
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the strategy: Topic Socratic Seminar Presenter/Trainer Humphrey Kiuruwi In-House [X] or Contract [ ] or Travel/Conference [ ]
Teacher collaboration time to implement the strategy: Activity Sharing of best practices Discussion of academic articles Development of shared strategies and curriculum Reflection
Weekly [ ]
Frequency Monthly [ ]
Other First and second Wednesday of each month
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Parent involvement activities to support the strategy Activity Online message board discussions in which parents are invited to participate. Pageturners Homework discussion activities in which parents/family/friends participate in and help grade a discussion that the student leads, documents on video or tape, and self assesses. Study trips to support the strategy: Grade 9-12 General Focus (e.g., museum, farm) Berkeley Repertory Theatre Plays Academics [X] [X] [X]
Focus Community Building [X] [X] [X]
Communications [ ] [ ] [ ]
Link to Strategy (e.g., poetry, reports) Gives students from multiple classes’ access to a common text about which to have discussions between classes.
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Diagnostic assessment of student discussion assessments of student discussion videotaped discussions
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [X] [ ] [ ] [X] [ ] [ ] [ ] [X] [ ]
Other [ ] [ ] [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $$1000
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Student Achievement
Math #1
Strategy to be used during the 2009-10 school year: Teach mathematics conceptually, using the Mathematics Instructional Guide as the source for concepts to be emphasized. Description of the above strategy: Teachers will focus their instruction on the concepts identified as key in the Mathematics Instructional Guide (MIG) and teaching them in depth. This may necessitate designing lessons and bringing in materials to supplement adopted programs. Throughout the year, teachers will monitor student learning to evaluate the effectiveness of this approach, using a variety of assessment instruments, including the Benchmark Assessments, which have been written to coordinate specifically with the Guide, as well as teacher-made assessments, projects, and portfolios. This strategy will address the specific learning needs of students in the following subgroups: [X] African-American [X] Latino [X] EDY [X] EL [X] Special Ed. [ ] Other: This strategy will address the content cluster area(s) of: [X] Algebra I and II [X] Geometry [ ] Other: [X]
[ ] Integrated Math
[ ]
We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): Another 2% increase in the overall pass rate for CAHSEE (census administration); a 3% increase for African American students, and a huge jump to 54% for Special Education students. District Benchmark test averages also improved in Geometry and Algebra 2 from first session to second session. - or This is a new strategy this year.
Action steps to implement the strategy: By Oct/09 we will come to consensus on the concepts in the Math Instructional Guide that we should really emphasize in Algebra 1. By Jan/2010 we will collaborate to create concept-based lessons for the second session with an emphasis on Geometry and Algebra 1. By Feb/2010 we will analyze our first session Benchmark results to identify concepts we need to emphasize in the second semester. By June/2010 we will meet to review our areas of strength and of weakness involving concept-based teaching. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Graphing calculators Materials Additional resource materials, graph paper, manipulatives such as protractors, compasses, etc.
Additional certificated staff to implement the strategy: Position Math Coach
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% FTE
or
Hourly/Time Card [X]
1/15/2010
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the strategy: Topic Concept-based lesson examples Concept-based lesson design Presenter/Trainer Department members Department members In-House [X] [X] or Contract [ ] [ ] Frequency Monthly [X] [ ] [X] or Travel/Conference [ ] [ ]
Teacher collaboration time to implement the strategy: Activity Identify/design concept-based lessons - contractual Evaluate student work and Benchmark Exams results to determine effectiveness of lessons - contractual Lesson design emphasizing balancing skills, concepts, and problemsolving. Parent involvement activities to support the strategy Activity Communicate with parents at Back to School Night, Progress Report Night, email about the Math program at ECHS including the emphasis on balance between skills, concepts, and problemsolving. Explain Math Instructional Guide to parents in the Gaucho Corral. Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ] [ ] [ ]
Other Once per quarter
Academics [X]
Focus Community Building [X]
Communications [X]
[X]
[X]
[X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected CAHSEE scores, Benchmarks Benchmarks, Teacher-made assessments Projects, portfolios, etc.
Focus (must collect data from at least 2 focus areas) Standards Program BaseEmbedded Student Assessments Work Assessments [X] [ ] [ ] [ ] [ ] [X] [ ] [X] [ ]
Other [ ] [ ] [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy:
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Other: Other: Other: Other: $2000
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2009 Single Plan for Student Achievement
Student Achievement
Math #2
Strategy to be used during the 2009-10 school year: Assessment for Learning (AFL)strategies learned in Keeping Learning on Track (KLT) workshops. Description of the above strategy: All math teachers attended a KLT workshop and are collaborating on implementing formative assessment strategies in our classes. There are five key strategies: a. b. c. d. e. Sharing learning expectations Questions Feedback Self-assessment Peer Assessment
The big idea is that students and teachers use evidence of learning to adapt teaching and learning to meet immediate learning needs minute to minute and day by day. Throughout the year, teachers will monitor the effectiveness of this approach by analyzing the results of the CAHSEE, CSTs, and Benchmark exams, as well as by looking at student work like projects and portfolios. This strategy will address the specific learning needs of students in the following subgroups: [X] African-American [X] Latino [X] EDY [X] EL [X] Special Ed. [ ] Other: This strategy will address the content cluster area(s) of: [X] Algebra I and II [X] Geometry [X] Other: All math courses [X]
[ ] Integrated Math
[ ]
We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): CAHSEE scores increased by 2% on the census administration; Benchmark average scores in Geometry and Algebra 2 increased from first session to second session; the percentage of proficient and advanced scores on the Geometry and Algebra 2 CSTs increased. - or This is a new strategy this year.
Action steps to implement the strategy: By January, 2010 we will analyze our Benchmark results to determine if there are some strategies we could use to improve understanding in the areas in which we are relatively weak. By June, 2010 we will have met monthly and worked on the KLT modules for the second year. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Materials dry erase markers for white boards, index cards, popsicle sticks, etc. for implementing specific strategies
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Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ]
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the strategy: Topic Collaboration meetings Presenter/Trainer Facilitated by Teacher Leader In-House [X] or Contract [ ] or Travel/Conference [ ]
Teacher collaboration time to implement the strategy: Activity Workshop collaboration following ETS modules Parent involvement activities to support the strategy Activity Communicate with parents via Back to School Night, Progress Report Night, email tree, and Gaucho Corral about the Keeping Learning on Track program. Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ]
Frequency Monthly [X] Focus Community Building [ ]
Other
Academics [ ]
Communications [X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected CAHSEE scores, Benchmarks Benchmarks, Teacher-made assessments Projects, portfolios, etc.
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [X] [ ] [ ] [ ] [ ] [X] [ ] [X] [ ]
Other [ ] [ ] [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $$300
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Student Achievement
Science
Strategy to be used during the 2009-10 school year: Explicit Direct Instruction integrated with concrete experiences. We intend to add concrete experiences for our students that are specifically targeted to match up with the fundamental concepts and skills we want them to learn. Description of the above strategy: Teachers will use the explicit direct instruction model as the foundation of lessons in all Science classes. This model will be integrated, insofar as is possible, with concrete activities, demonstrations, and laboratory experiences to aid students in the acquisition of basic concepts and problem-solving skills. Concepts and skills will be broken down into manageable units and modeled and illustrated with guided practice before students are assigned independent practice. [X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): This has been a work in progress for us. We have been unable to really implement it because of being on the portable campus and, last year, because of the move to the new campus. This is the first year when we are really able to turn our attention to this task. - or This is a new strategy this year.
[ ]
Action steps to implement the strategy: By January 30, 2009 we will Organize the Biology and Chemistry Curricula around the State Standards and other conceptual and skill expectations for students. The goal is to be very clear about our learning intentions for students, and to have an increased number of carefully targeted, engaging learning activities available to students. Although we intend to use most of our non-KLT collaboration time for this task, it will be an ongoing process that will continue on into the future. By January 30, 2009 we will As a department, we will be regularly using KLT and other formative assessment strategies in our classes on a regular basis. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) . Professional Development Resources for Science Teachers, especially in Biology. Materials Basic science materials and equipment that are needed to support the curriculum for each science course.
Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ]
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
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Professional development activities to implement the strategy: Topic Presenter/Trainer Curriculum development in Our department members Chemistry and Biology. Formative Assessment Our department members development via KLT workshops being done across WCCUSD in Math and Science. Intentional lesson planning Our department members to support our basic Strategy. Teacher collaboration time to implement the strategy: Activity Curriculum planning described above. In-House [X] [X] or Contract [ ] [ ] or Travel/Conference [ ] [ ]
[X]
[ ]
[ ]
Weekly [ ]
Frequency Monthly [ ]
Other Twice monthly during collaboration Twice monthly during collaboration.
KLT workshops in formative assessment. Lesson planning including basic strategy and KLT strategies.
[ ] [ ]
[X] [ ]
Parent involvement activities to support the strategy Activity Powerschool will enable us to keep parents better informed. Study trips to support the strategy: Grade General Focus (e.g., museum, farm) Academics [X]
Focus Community Building [ ]
Communications [X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected For integrated concrete activities, we will be looking for increased student engagement in class. Obviously, we would hope that increased engagement would lead to increased student achievement. For KLT-related formative assessments, we will be looking for increased student involvement and participation in classroom activities and discussions. Obviously, we are hoping that this will result in increased student achievement.
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [X] [X] [X]
Other [ ]
[X]
[X]
[X]
[ ]
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Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $5,000
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Student Achievement
History/Social Science
Strategy to be used during the 2009-10 school year: To have all students engage in Cornell Note taking system. All department members have agreed that we will concentrate on having students being more responsible for their own learning through better organization skills. Description of the above strategy: The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue." [ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new strategy this year.
[X]
Action steps to implement the strategy: By 9/31/09 we will review the elements of Cornell note taking with all Social Science teachers and ensure that all teachers are able to teach their students how to implement Cornell note taking. A letter will be sent home with each student advising the parent of our goal of implementing Cornell note taking. By 10/31/09 we will have taught and implemented Cornell note taking in all Social Science classes. Sample models will be handed out to students. By 11/31/09 we will review sample notes from students to evaluate whether more instruction and practice is needed. By 1/15/10 we will conduct a survey of the students in Session 1 Social Science classes about their perception of the effect of using Cornell notes. We will adjust our strategies for teaching and implementing Cornell notes in Session 2 classes based on student and teacher evaluations. By 2/15/10 we will A letter will be sent home with each student advising the parent of our goal of implementing Cornell note taking. We will collect student samples of Cornell notes and evaluate what re-teaching is needed in order to fully implement Cornell note taking in all Social Science classes. By 4/15/10 we will develop a rubric for scoring the Cornell notes that students are taking with the goal for students to be able to self-evaluate and improve their note-taking skills and thereby improve their learning and understanding of the concepts and knowledge presented in each Social Science course. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ] Materials Reams of paper so that models of Cornell notes will be duplicated for all students. Pocket folders for student Portfolios.
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
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Professional development activities to implement the strategy: Topic Cornell Note taking instructions and models will be given to all department members. Presenter/Trainer In-House [X] or Contract [ ] or Travel/Conference [ ]
Teacher collaboration time to implement the strategy: Activity During our department collaboration we will review and evaluate where we are as a department in implementing this goal. Parent involvement activities to support the strategy Activity Letter home to parents explaining this activity. Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ]
Frequency Monthly [ ]
Other Every 2 weeks
Academics [ ]
Focus Community Building [ ]
Communications [X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Beginning samples of initial note taking will be will gathered, maintained, and kept in Portfolios in each class. Students will complete a survey on their perceptions of the effectiveness of using Cornell note-taking. Course level assessments will be analyzed for a correlation between the effectiveness of the Cornell note-taking and the results of the assessment
Focus (must collect data from at least 2 focus areas) Standards Program BaseEmbedded Student Assessments Work Assessments [ ] [X] [ ]
Other [ ]
[ ]
[ ]
[ ]
[X]
[X]
[ ]
[ ]
[ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $300
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Student Achievement
Physical Education
Strategy to be used during the 2009-10 school year: Kinesthetic learning. Standard State of California physical fitness tests for ninth grade, physical education skill assessment tests and learning. Description of the above strategy: Kinesthetic learning is having students engage in gross motor (large muscle) activity. By having such knowledge students will be able to incorporate this aspect into the department's overall goal of: as a student can you write a fitness program for yourself? State of California physical fitness tests include endurance, upper and lower body flexibility, trunk flexibility, upper and lower body strength. Physical education skills assessments include participation, performance, evaluation and teacher observation for units in our curriculum, soccer, basketball, volleyball, team handball, swimming and badminton. [X] We have used this strategy for 2009-10 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): WASC goal 3.4. All teachers will assess the effectiveness of their instructional strategies on improving student achievement of the content standards and expected school wide learning results through data collection and analysis and will use that information to inform and improve their practice. - or This is a new strategy this year.
[ ]
Action steps to implement the strategy: By 2009-10 we will Obtain the necessary technology to collect student performance, testing data and attendance in the field submit all finding through the use of the WiFi and powerschool applications By 2009-10 we will provide professional training to all staff members on the use of the technology By 2009-10 we will Through the use of powerschool, publish (ID numbers only) results of data in order to encourage all students to meet the standards of the physical fitness test. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ] D-Link - Wireless-N Router , $39.99 4-Palm TX $369.99 (one for each teacher) Materials
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
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Professional development activities to implement the strategy: Topic Presenter/Trainer Powerschool and PDA, Roderick Lee collection data from the field Administration of California Matt Stewart, WCCUSD PE Fitness Test for ninth Curriculum Specialist graders In-House [X] [X] or Contract [ ] [ ] or Travel/Conference [ ] [ ]
Teacher collaboration time to implement the strategy: Activity On a daily and weekly basis, the PE Department will meet to collaborate on the proper collection of data. The use of this data will enhance the evaluation process of student progress, performance and participation. On a monthly basis, the PE Department will meet to assess student achievement in the California Physical Fitness Test. We will collaborate on the proper techniques of administration of the test and collection of data. We will discuss the most efficient way to communication the data and results to the students, parents, administration and state. Parent involvement activities to support the strategy Activity After the collection of all California Physical Fitness test data, and evaluation of that data, all results will be posted. Parents who wish results via email will have the opportunity to receive this information Powerschool provide an application for parents to access their students evaluations in participation, performance and fitness. Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [X]
Frequency Monthly [ ]
Other
[ ]
[ ]
Academics [ ]
Focus Community Building [X]
Communications [X]
[ ]
[X]
[X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
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SPSA Monitoring:
Data Collected All standardized fitness tests for ninth graders, All assessment tests for 10th, 11th, 12th grades will be collected in the field using a PDA and transferred to desktop technology. All attendance data will be collected in the field and submitted through the PDA and wireless router. All skill assessments and evaluations toward curriculum goals in the field will be collected through the use of technology. Students will be required to monitor their heart rate at home, at play, record their findings and those assignments will be collected, recorded and assessed. Heart rate monitoring data from the students will be collected, assessed and evaluated. Kinesthetic learning is having students engage in gross motor (large muscle) and bone activity. Study sheets describing bone and muscles will be distributed to students as a resource. Worksheets will be distributed to the students. Students will complete the worksheets and turned in for assessment. Data from those worksheets will be recorded for assessment and evaluated by the teacher.
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [X] [ ] [X]
Other [ ]
[ ]
[X]
[ ]
[ ]
[ ]
[ ]
[ ]
[X]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $
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Student Achievement
Visual and Performing Arts
Strategy to be used during the 2009-10 school year: Engage students in analyzing and evaluating work in the visual and performing arts. Description of the above strategy: Teachers will present learning objectives: using modeling to broaden the understanding of aesthetic valuation, and the utilization of graphic organizers in student-driven activities, including group projects. Moreover, provide clear feedback about student performance and recognize their efforts will be embedded with their teachers’ instruction. Teachers will also document students’ preliminary writings or preliminary graphic representations which will form the basis for a beginning assessment. Students will learn step-by-step processes of aesthetic evaluation while taking notes and completing graphic organizers. Their new skills and knowledge will be reflected in their journals, presentations or their own art work. [ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new strategy this year.
[X]
Action steps to implement the strategy: By October 2009 we will demonstrate the students how to understand, analyze, and assess works of art, including their own. By December 2009 we will document the first set of assessment data on the students’ writings, graphic representations or art work based on the Visual and Performing Arts Standards. By May 2010 we will document the second set of assessment data on the students’ writings, graphic representations or art work based on the Visual and Performing Arts Standards. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Materials Mat Board $122.20 Construction papers $236.60 Art Brush Class Packs $205.90 Linoleum Blocks $256.70 Block Print Inks $77.87 Water Colors $424.10 Drawing Papers $60.81 Tag Board $101.88
Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ]
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
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Professional development activities to implement the strategy: Topic Presenter/Trainer Lesson design for the block Department Chair schedule Writing a grant for the visual Department Chair and performing arts program Study Trip Procedure Department Chair Teacher collaboration time to implement the strategy: Activity Visual and Performing Arts Department collaboration Parent involvement activities to support the strategy Activity WCCUSD Students Art Exhibition once a year Music Concert once a semester Dance Performance once a semester Study trips to support the strategy: Grade 9-12th General Focus (e.g., museum, farm) Study trip to Art Museum, Concert or Dance Performance once a year Link to Strategy (e.g., poetry, reports) making reports or creating graphic representations Academics [X] [X] [X] In-House [X] [X] or Contract [ ] [ ] or Travel/Conference [ ] [ ]
[X]
[ ] Frequency Monthly [X] Focus Community Building [X] [X] [X]
[ ]
Weekly [ ]
Other
Communications [X] [X] [X]
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Assessment - students' art work and performance Assessment - students' writings or graphic representations
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [X] [X] [ ] [ ] [X] [ ]
Other [ ] [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $1500
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Student Achievement
Career and Technical
Strategy to be used during the 2009-10 school year: Design and deliver curriculum in a real world setting. Description of the above strategy: “Technology lends itself to a new role for the teacher: that of facilitator and coach. Replacing the traditional model of a teacher as a lecturer, the teachers instead present students with challenging real-life problems and the technology tools to solve them (Means & Olson, 1994).” We will apply this thinking by providing real world projects, career technical training and professional and life skills support. [ ] We have used this strategy for 0 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): New Strategy - or This is a new strategy this year.
[X]
Action steps to implement the strategy: By Jan 20 10 we will We will provide a survey at the beginning of each course that allows students to reflect on their current technical and career-oriented skills. By Feb 15 10 we will have students complete projects for real clients. By Mar 15 10 we will have students complete resumes. By April 15 10 we will have students apply for internships, jobs, or on campus technical work. By May 15 10 we will have all students complete a Student Portfolio with resume, technical work samples and writing samples. By June 10th 10 we will have all students reassess their technical and professional skills with a follow-up survey. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ] Materials
Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the strategy: Topic Professional Skills Presenter/Trainer In-House [X] [ ] or Contract [ ] [ ] or Travel/Conference [ ] [ ]
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Teacher collaboration time to implement the strategy: Activity Meet once a week to discuss cross-academy projects and relevance to student achievement in the area of professional and life skills development. Parent involvement activities to support the strategy Activity
Weekly [X]
Frequency Monthly [ ]
Other
Academics [ ]
Focus Community Building [ ]
Communications [ ]
Study trips to support the strategy: Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [ ] [ ] [ ]
Other [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $
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Student Achievement
Other Academic Area World Language
Strategy to be used during the 2009-10 school year: Identify and implement student communication outcomes aligned with the new California World Language Content Standards and design units of instruction that support increased achievement for all students. Description of the above strategy: Teachers will focus their instruction on identifying learning objectives and aligning summative assessments based on the Language Learning Continuum and the new California World Language Standards. Teachers will provide students with direct instruction, learning objectives, comprehensible input and language learning activities to insure proficient performance at each language learning continuum level. Teachers will develop, implement and assess performance based projects to determine language proficiency. Assessments will be based on the communication skills of reading, writing, speaking and listening in the target language. Teachers will document their findings at collaboration meetings. This strategy will address the needs of all sub groups at El Cerrito High. [ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new strategy this year.
[X]
Action steps to implement the strategy: By Feb. 2010 we will Align first year language with activities and performance based assessments based on the Language Learning Continuum and the World Language Standards By May 2010 we will Align the second year world language program with activities and performance based assessments based on the LLC and the new WL standards By Fall 2010 we will Align the third year world language program with activities and performance based assessments based on the LLC and the new WL standards Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position Teachers Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ] % FTE or Hourly/Time Card [X] Materials
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Professional development activities to implement the strategy: Topic Backwards planning Lesson plan design Summative assessments Identify and design performance based lessons How to write a grant Presenter/Trainer Department members Department members Department members Dept members In-House [X] [X] [X] [X] [X] or Contract [ ] [ ] [ ] [ ] [ ] Frequency Monthly [ ] or Travel/Conference [ ] [ ] [ ] [ ] [ ]
Teacher collaboration time to implement the strategy: Activity Teachers will plan standards-based curricular plan for years 1 and 2 and begin designing units based on backwards planning for French, Spanish and Japanese. Teachers will design summative and performance based assessments for each language Teachers will periodically assess student progress based on summative and performance based assessments to improve instruction Parent involvement activities to support the strategy Activity World Language Night and assignments where students read to parents a work in the target language Parents can then acknowledge student work Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [X]
Other
[X] [ ]
[ ] [X]
Academics [X]
Focus Community Building [X]
Communications [X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Performance based projects and evaluations Unit plans with identified Learning Goals and proficiency assessments
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [ ] [X] [ ] [X] [ ] [X]
Other [ ] [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $1000
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Student Achievement
Educationally Disadvantaged Youth (EDY) #1 (Socio-Economically Disadvantaged - SED)
Strategy to be used during the 2009-10 school year: Response to Intervention (RTI) - Collaborative Inclusion Model Description of the above strategy: Within the Collaborative Inclusion model core general education teachers are teamed with special education teacher to team teach the core. General education students and special education students who are struggling receive intensive services during the core academic period by either the general or special education teacher. The special education teacher teams for two periods with a general education core teacher, has one period for collaboration with general education teachers and to monitor special education students and has two tutorial periods to work intensively with special and general education students who need more intensive services. Our specific program is set up as follows: El Cerrito High School recognizes the need to work diligently to erase the gap in achievement between our EDY and non-SED students. Therefore, we have dedicated a great deal of thought and resources into improving the service that we provide EDY students. EL Cerrito High School will dedicate 1.5 FTE to lead teachers who will work to orchestrate collaboration, plan reform efforts and help develop curriculum and instructional strategies that benefit EDY. Additionally, graduate (college graduate students) will be given a stipend to tutor EDY academically. We will use instructional technology to identify areas in need of improvement and successful strategies as well as to improve classroom instruction. We will purchase appropriate supplemental materials and supplies to improve instruction. A counseling position will be created to improve the equity of access to auxiliary and advanced programs. Teacher leads will need time to collaborate, develop and plan implementation of effective instructional practices. [ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new strategy this year.
[X]
Action steps to implement the strategy: By 8/25/09 we will use instructional technology specifically Read 180 to identify areas of need for students and program improvement. We will implement and monitor the program. Progress will be measured using a composite of CST data, PSAT results and classroom performance as measured by grades and Read 180 formative and summative assessments. By 8/25/09 we will program students into students into Algebra 1 Skills classes Fall semester to ensure that they have appropriate skills to succeed in Algebra 1 Spring semester. Progress will be measured using a composite of CST data, PSAT results and classroom performance as measured by grades and mathematics formative and summative assessments. UC Berkeley will assist some sections with providing Algebra readiness assessments. By 8/25/09 we will Use additional counseling staff to ensure equitable access to extra-curricular and after school enrichment programs offered through the ACE center. By 9/1/09 we will Meet with academic leads to discuss effective strategies to improve academic performance of EDY. These meetings will be centered in instructional practices including, but not limited to, direct instruction, backwards planning, intentionality, improving learning objectives, designing standards-based lessons and blackboard configuration. Teacher leads will need time to collaborate, develop and plan implementation of effective instructional practices. By 11/1/09 we will begin improving the visibility and student understanding of ESLRs. New ESLR posters will be designed and posted in classrooms. Student activities and announcements will explain the virtues of achieving the Expected Schoolwide Learning Results. By 9/1/09 we will Meet and set school wide goals addressing issues of equity and the achievement gap. Professional development will spiral the themes initiated the August professional development connecting Discourse I and Discourse II. Teacher leads will facilitate discussions and provide opportunities to address issues of equity throughout the academic year.
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Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Instructional technology as presentation tools for professional development and data gathering. Technology resources to support and improve instruction. Materials
Additional certificated staff to implement the strategy: Position teachers and substitutes (for planning and collaboration) Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ] % FTE or Hourly/Time Card [X]
Professional development activities to implement the strategy: Topic Direct Instruction, Backwards Planning and Intentionality Discourse I & II Presenter/Trainer Administrative Staff In-House [X] or Contract [ ] or Travel/Conference [ ]
Administrative Staff
[X]
[ ] Frequency Monthly [X] [X]
[ ]
Teacher collaboration time to implement the strategy: Activity The ECHS academic senate will; convene monthly and plan school wide collaboration sessions, model effective practices for lesson design. Department collaboration sessions will be planned by each department, minutes and attendance will be submitted to the School Reform Office. Parent involvement activities to support the strategy Activity Parents and community members will be involved in all Instructional Leadership Team meetings. Parents will be voting members of this community and will have equal input into the decisions reached by this group. School Site Council will meet monthly and review and approve all categorical budgets and the single plan for student achievement. English Language Advisory Council will meet regularly and review and approve all LEP budgets and the single plan for student achievement. Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ] [ ]
Other
Academics [X]
Focus Community Building [X]
Communications [ ]
[X] [X]
[X] [X]
[ ] [ ]
Link to Strategy (e.g., poetry, reports)
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Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Data from standardized assessments, including PSATs, benchmark assessments and the CAHSEE will be analyzed to assess student performance and progress toward improving the performance of EDY in various subject areas and to assess the impact of instructional technology and intervention programs. Minutes from teacher collaboration, academic senate, the instructional leadership team will be used to assess the level of inclusion of parents and community members. Classroom observations by the administrative team and school wide walkthroughs (by committees of teachers, administrators and other staff) will be used to assess the level of implementation of direct instruction, backwards planning, intentionality, improving learning objectives, designing standardsbased lessons and blackboard configuration. Teacher observation and reflection notes on effective strategies to improve instruction and the extent to which they were able to implement change in their instructional practice.
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [X] [ ] [ ]
Other [ ]
[ ]
[ ]
[ ]
[X]
[ ]
[ ]
[ ]
[X]
[ ]
[ ]
[ ]
[X]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [X] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $24,880
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Student Achievement
Educationally Disadvantaged Youth (EDY) #2 (Socio-Economically Disadvantaged - SED) Culturally Responsive Pedagogy
Strategy to be used during the 2009-10 school year: Daily use of culturally responsive practices both inside and outside the classroom. Description of the above strategy: All staff will support high achievement by all students and close the achievement gap between student subgroups by: • incorporating culturally responsive pedagogy into teaching and learning across the school • effectively using the Equity Walkthrough Protocol to identify areas of focus, and • using culturally responsive approaches with students and other stakeholders The specific strategy components are as follows: All teachers will employ direct instruction strategies and use lesson planning that includes learning objectives tied to assessments so that there is bell-to-bell instruction - time is well used for continuous learning. Teachers will be provided with the opportunity to do peer observations and follow-up reflection on the topic of culturally responsive pedagogy strategies to improve academic performance of EDY. [X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): With professional development and coaching, some teachers have begun to implement this model and are experiencing success with improved student engagement and achievement. - or This is a new strategy this year.
[ ]
Action steps to implement the strategy: By Dec. 2009 we will have the following elements in place: 1. Teachers will identify learning objectives or outcomes that are aligned with CDE standards and the curriculum plan for each course. 2. Teachers will identify the daily learning objective(s) on lesson plans and post it (them) for students. 3. Teachers will post a daily agenda which will guide instruction and learning that is tied to the learning objective(s). 4. Teachers will plan the pacing, instruction, guided and independent practice to maximize learning in the block schedule. By Jan. 2010 we will have the following support in place: 1. Professional Development will be planned to accomplish Steps 1 - 4 based on department and individual teacher needs. 2. Departments will identify and share effective strategies to accomplish Steps 1 - 4 during Wednesday collaboration meetings By Mar. 2010 we will evaluate to what extent the identified Equity Walkthrough focus is being implemented in classrooms and will identify further professional development and coaching needs. By May 2010 we will have in place the practice teachers participating in peer observations and follow-up reflection on the topic of culturally responsive pedagogy strategies to improve academic performance of EDY. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006)
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Materials
Additional certificated staff to implement the strategy: Position Teachers & Substitutes Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ] % FTE or Hourly/Time Card [X]
Professional development activities to implement the strategy: Topic Direct Instruction strategies Using Block Schedule effectively Culturally responsive pedagogy Presenter/Trainer ECHS teachers and instructional leads ECHS teachers and instructional leads ECHS teachers and instructional leads In-House [X] [X] [X] or Contract [ ] [ ] [ ] or Travel/Conference [ ] [ ] [ ]
Teacher collaboration time to implement the strategy: Activity All departments will share successful direct instruction strategies during Wednesday collaboration meetings. The focus of Schoolwide Collaboration will be on the topics of direct instruction strategies, culturally responsive pedagogy, and using block schedule effectively. Teachers will observe peers. Expert teachers will provide support and assistance to other teachers in their departments Parent involvement activities to support the strategy Activity Teachers will maintain regular communication with parents to inform them about the learning strategies and student goals for each course. Parents will be invited to attend a Back-to-School Night and a Progress Report Night each Session. Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ] [ ]
Frequency Monthly [ ] [X]
Other twice per month
[ ]
[ ]
Ongoing
Academics [X]
Focus Community Building [ ]
Communications [X]
[X]
[X]
[X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
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SPSA Monitoring:
Data Collected Parent, student, and teacher surveys will be conducted at the beginning and end of the year to determine perceptions, concerns, and strengths. An Equity Walkthrough on the selected focus will be conducted and the resulting data will be analyzed to determine to what extent teachers are implementing culturally relevant pedagogy strategies.
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [ ] [ ] [ ]
Other [X]
[ ]
[ ]
[ ]
[X]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ ] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $8,135
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Student Achievement
Educationally Disadvantaged Youth (EDY) #3 (Socio-Economically Disadvantaged - SED)
Strategy to be used during the 2009-10 school year: 1. All Collaboration Model (first full year for mainstreaming) 2. EDY will be provided with access to information related to college applications, scholarships and financial aide 3. EDY will be given increased access to after-school and auxiliary programs Description of the above strategy: Both NSP and RSP students are mainstreamed. Students are supported in general education classrooms by teacher aides and curriculum assistance. See details of this strategy including the description and action plan in the following section titled "Special Education". Counselor will encourage the participation of EDY and underserved subgroups in after school and auxiliary programs that improve academic performance. TSA will work with students to ensure that they are properly informed of college application processes, financial aid and scholarship information. TSA will also work with students to identify career paths. [ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new strategy this year.
[X]
Action steps to implement the strategy: By 9/1/09 we will Begin holding college outreach events at ECHS. TSA will be sure that these events are made available and publicized to EDY. Counselor will also do outreach to EDY to encourage them to attend. By 11/1/09 we will Implement intervention programs for EDY that will improve academic progress. Counselor will provide additional college readiness counseling to EDY participating in these programs. By 3/1/09 we will Review PSAT data and identify EDY who are AP ready. Counselor and TSA will meet with these students and encourage them to enroll in AP and advanced classes. By 5/1/09 we will Review the master schedule for next year and verify that EDY are enrolling in advanced classes. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position Counselor Teacher on Special Assignment (TSA) Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ] % FTE 17 39 or Hourly/Time Card [ ] [ ] Materials
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Professional development activities to implement the strategy: Topic Presenter/Trainer In-House [ ] or Contract [ ] or Travel/Conference [ ]
Teacher collaboration time to implement the strategy: Activity
Weekly [ ]
Frequency Monthly [ ] Focus Community Building [ ]
Other
Parent involvement activities to support the strategy Activity Academics [ ]
Communications [ ]
Study trips to support the strategy: Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [ ] [ ] [ ]
Other [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [X] [ ] [X] [ ] EIA/SCE [ ] QEIA [ ] Other: Corrective Action [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $43,037
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Student Achievement
Special Education
Strategy to be used during the 2009-10 school year: Students will be given equal access to challenging learning experiences and to have rigorous, relevant curriculum so that they can master the academic standards and achieve the ESLR's (WASC Goal #3 ). Description of the above strategy: RSP and NSH students will be placed in Gen Ed classes with 100% of students placed in those classes. This is called fullinclusion. Students will be clustered into certain classes with appropriate faculty support. Certain classes will be co-taught with Gen Ed and SPED teachers. Goal is to raise academic standards of SPED students. Should see rise in CAHSEE and test scores (test scores to be used from last year's STAR tests (2009). SPED students will receive support from their case managers based on what is deemed most functional and appropriate. (SPED teachers or aides in the class, pull out for testing, tutorials during the day, extended time on tests and assignment, and so on). Students will be monitored in the class by their classroom grades and teacher observations. [X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): There has been some progress made in test scores. The test scores we will be working with are the CAHSEE and CST. 2nd year of program should run better than first year. 56% of SPED students passed the CAHSEE, and SPED CST scores raised from 474 to 514, a 40 point rise. - or This is a new strategy this year.
[ ]
Action steps to implement the strategy: By 11-15-2009 we will Work with Administration to cluster students into certain classes to facilitate student learning. Students will not be spread-out throughout the blocks. By 11-27-2009 we will meet with Gen Ed teachers to set-up support system and Co-Teaching (when applicable) for Gen Ed classes By 11/2009 we will 100% of RSP and NSH students will be fully-included in Gen Ed classes. Tutorials will be set-up on a individual student-need basis. Tutorial will focus first 25 minutes of class on Gen. Ed content. For example, working on paragraph writing for English. By 2/10/2009 we will have 75% of NSH and RSP students who have not passed the CAHSEE yet pass the Feb. test By 4/2010 we will implement full-inclusion scheduling for 2nd term and work with Gen Ed teachers before start of term By 5/2010 we will have 85% of RSP and NSH students pass the CAHSEE. Students on non-diploma track will count against percentage, but will still receive the proper support for transition for life after high school Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ] Materials
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Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the strategy: Topic Presenter/Trainer Co-Teaching, Full-Inclusion Co-Teaching Trainer Transition, School-to-Career training In-House [X] [X] or Contract [ ] [ ] or Travel/Conference [ ] [ ]
Teacher collaboration time to implement the strategy: Activity Meet with Gen Ed teachers 2nd term to set-up full-inclusion system Meet with other SPED teachers to discuss full-inclusion Go to other departments collaboration meetings to help with fullinclusion Parent involvement activities to support the strategy Activity Progress reports when necessary IEP meetings SPED parent contact to discuss all avenues available to students Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ] [X] [ ]
Frequency Monthly [ ] [ ] [X]
Other before term 1 and 2
Academics [X] [X] [ ]
Focus Community Building [ ] [ ] [X]
Communications [ ] [ ] [ ]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected CAHSEE scores Subject-specific benchmarks Teacher Observation-Tutorial notebooks kept by students and checked by tutorial teachers for content and completion of work.
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [X] [ ] [ ] [X] [ ] [ ] [ ] [X] [ ]
Other [ ] [ ] [ ]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Strategy:
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2009 Single Plan for Student Achievement
Student Achievement
Gifted and Talented Education (GATE)
Strategy to be used during the 2009-10 school year: ECHS will use differentiated instruction, provide advanced and accelerated classes, as well clustering of GATE and high achieving students. Description of the above strategy: With differentiated instruction each student is provided with instruction and curriculum at an appropriate level. Differentiated instruction involves in-depth study, more challenging work, and an accelerated pace, not extra work. El Cerrito currently offers advanced or accelerated classes in English I, English II, and Biology. These classes are open to any student wishing a rigorous curriculum. In core subjects where advanced or accelerated classes are not yet offered, GATE students will be grouped into sections, along with other students wanting rigorous curriculum. This will allow teachers to progress at an appropriate pace. [X] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): If the regular classroom is to provide for the needs of gifted students, the learning opportunities must: • include appropriate and flexible grouping • provide significant interaction with intellectual peers • include the students’ interests and levels of knowledge and ability • be differentiated to meet their needs for acceleration, complexity, and depth in the study • of the curriculum • provide for continuous progress that meets the students’ needs and focuses on their areas • of strength. (Todd and I pulled this rationale from CAG--is it okay?) - or This is a new strategy this year.
[ ]
Action steps to implement the strategy: By the first day of school we will place GATE and high achieving students into the appropriate advanced and accelerated classes. By the first day of school we will cluster GATE students appropriately in subjects where advanced or accelerated classes do not yet exist. By the second GATE meeting we will identify a teacher to be a GATE representative for DAC. By November 10, 2009 we will Each department will select a teacher to attend the district GATE certification training and will contact the GATE office for scheduling. By November 20, 2009 we will have submitted requests for materials needed for differentiated instruction for teachers. By December 1, 2009 we will Teachers who are attending training will share the information at department meetings; a teacher attending training will meet with the GATE parent committee to give an update. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position % FTE or Hourly/Time Card [ ]
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Materials
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Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the strategy: Topic Differentiation Using technology District GATE certification Presenter/Trainer Various Teachers Various Teachers/District Personnel District Personnel In-House [X] [X] [X] or Contract [ ] [ ] [ ] Frequency Monthly [X] [X] Focus Community Building [ ] [ ] or Travel/Conference [ ] [ ] [ ]
Teacher collaboration time to implement the strategy: Activity Teachers will share differentiation strategies at departmental meetings. Instructional Specialist and GATE teacher representative Parent involvement activities to support the strategy Activity Minutes from GATE parent meetings GATE discussion group (ecfamgate@yahoogroups.com) for the feeder schools and GATE wiki at: ecfamgate.pbworks.com Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ] [ ]
Other
Academics [ ] [ ]
Communications [X] [X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Student, Parent and Teacher Surveys Evaluation of the effectiveness (learning and application in classroom) of professional development by participants • Standards Based Assessments • Student evaluation of own learning and interest • Teacher evaluation of student engagement and level of success
Focus (must collect data from at least 2 focus areas) Standards Program BaseEmbedded Student Assessments Work Assessments [ ] [ ] [ ] [ ] [ ] [ ]
Other [X] [X]
[X]
[ ]
[ ]
[X]
Categorical funds used to implement the strategy: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Strategy:
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2009 Single Plan for Student Achievement
Student Achievement
English Learners (EL) #1
Strategy to be used during the 2009-10 school year: To provide ELD1-4 students with daily direct instructions in writing according to district ELD standards; in addition all grade levels will focus on academic language and structure of the essay. Description of the above strategy: To provide writing process instruction, writing strategies, and applications daily in ELD-4 classes. Students will master the appropriate ELD writing standards as well as related listening, speaking and reading standards for levels 1-4. Students will write in a variety of genres and learn ELA writing conventions and the writing process. We will review student data and work, including WRITE unit final products to determine the areas of greatest need to inform and plan instruction and to determine areas of re-teaching as necessary. We will collaborate with other teachers of English Learners and will follow the district sponsored WRITE TRAINING process and use WRITE rubrics to evaluate student progress. We will provide students with exemplars and rubrics in order to teach them to evaluate their own writing. [X] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): that ELD students score poorly on CAHSEE, benchmarks, CST and CELDT on writing. - or This is a new strategy this year.
[ ]
Action steps to implement the strategy: By September 25 we will Provide training for all 4 teachers to use WRITE. Analyze at data (CAHSEE, benchmarks, CST and CELDT on writing). By October 30 we will have identified elements of academic discourse that supports writing (structure); have created poster of sentence starters to be used in academic discourse; have identified graphic organizers to support mastering structure. By Nov 10 we will meet as a team and determine how well sentence starters and essay structure support academic discourse and writing structure. By Nov. 15 we will determine how to further cultivate mastery of academic language and writing structure by looking at student work writing samples. By Dec. 12 we will review the goals and look at data to determine next course of action. Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Materials Copy paper Classroom supplemental textbooks to reinforce WRITE curriculum and other materials such as dictionaries
Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position Teachers & Substitutes Additional classified staff to implement the strategy: Position # Hours FTE or Hourly/Time Card [ ] % FTE or Hourly/Time Card [X]
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Professional development activities to implement the strategy: Topic Presenter/Trainer WRITE Brian Fraim Using academic language/ Humphrey Kiuruwi sentence starters through talk structures such as Socratic seminars Sharing Strategies effective ELD instructors strategies to promote writing and academic discourse In-House [X] [X] or Contract [ ] [ ] or Travel/Conference [ ] [ ]
[X]
[ ]
[ ]
Teacher collaboration time to implement the strategy: Activity Reviewing data (class work and essays) to determine if students are using academic language. Sharing effective practices that promote academic language. Parent involvement activities to support the strategy Activity ELAC meetings Parent night Study trips to support the strategy: Grade General Focus (e.g., museum, farm)
Weekly [ ] [ ]
Frequency Monthly [X] [X] Focus Community Building [ ] [X]
Other
Academics [ ] [ ]
Communications [X] [X]
Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected WRITE assessments In class writing assessments (formal and informal) Benchmarks Teacher surveys
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [ ] [ ] [X] [ ] [X] [ ] [X] [ ] [ ] [ ] [ ] [ ]
Other [ ] [ ] [ ] [X]
Categorical funds used to implement the strategy: (check all that apply) [ ] [ ] [X] [ ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $10,000
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Student Achievement
English Learners (EL) #2
Strategy to be used during the 2009-10 school year: We will focus on increasing the access and inclusion of English Learners in auxiliary and support programs that will benefit them academically in high school and beyond. Description of the above strategy: A part-time counselor will meet with EL students and identify programs for them that would benefit performance. Especially important is the emphasis on after-school tutoring programs, counseling and health applicable) and advanced curriculum. A part-time bilingual aide will be used to translate information for students in order to provide them with further information and access to resources. the bilingual aide will classrooms to help with instruction in ELD 1-3. [X] their academic services (where the ELAC and also be used in
[ ]
We have used this strategy for 0 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): this is the first year that this program will be implemented - or This is a new strategy this year.
Action steps to implement the strategy: By 9/30/09 we will Enter all ELD classes and meet with ELs to assess their needs and identify resources for them. By 10/30/09 we will assess the degree to which after school programs are servicing ELs. By 12/1/09 we will Follow-up with EL students to determine if they have utilized services and connect them with necessary support services. By 4/1/09 we will Document the progress made in enrolling ELs in auxiliary programs Materials necessary to implement the strategy: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the strategy: Position Counselor Additional classified staff to implement the strategy: Position Bilingual aide Professional development activities to implement the strategy: Topic Presenter/Trainer In-House [ ] or Contract [ ] or Travel/Conference [ ] # Hours FTE or Hourly/Time Card [X] % FTE 33 or Hourly/Time Card [ ] Materials
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Teacher collaboration time to implement the strategy: Activity
Weekly [ ]
Frequency Monthly [ ] Focus Community Building [ ]
Other
Parent involvement activities to support the strategy Activity Academics [ ]
Communications [ ]
Study trips to support the strategy: Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the strategy: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Surveys and attendance to determine degree to which support services are being used Grades and CELDT scores
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [ ] [ ] [ ] [ ] [ ] [X]
Other [X] [X]
Categorical funds used to implement the strategy: (check all that apply) [ ] [ ] [X] [ ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Strategy: Other: Other: Other: Other: $27,725
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ACTION PLAN FOR IMPROVING STUDENT ACHIEVEMENT (STUDENT SUPPORT SERVICES)
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Data Analysis (Attendance, Health and Safety, Climate)
Data Reviewed Attendance Concern/Strength [ ] Area of concern [X] Area of strength [ ] Area of concern [X] Area of strength Description of Findings (400 character max) 2008-09 average attendance: 96.21% ECHS year over year ADA has improved for two consecutive years. ECHS rate of suspension has significantly declined for the last two years. Where it had been significantly higher than other schools in the district it is now comparable. Survey was not conducted for the 2008-2009. It was conducted for the 2007-2008 school year.
Suspension Data
Healthy Kids Survey
[ ] Area of concern [ ] Area of strength [ ] Area of concern [ ] Area of strength [ ] Area of concern [X] Area of strength
Parent/Community Survey
Crime Statistics - Site
Overall decreases in violent crimes, vandalism, and other criminal offenses. Incidence of theft did increase. Improvements in response time have decreased number of students injured.
Other:
[ ] Area of concern [ ] Area of strength
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Student Programs
Attendance
Program to be used during the 2009-10 school year: Staff will review attendance-taking procedures and reinforce the importance of attendance as a prerequisite for academic success. Staff will maintain accurate records via Powerschool. Description of the above Program: It is imperative that all staff communicate with students and parents the importance of daily attendance. Staff, attendance clerk or the school phone system will phone daily to those students who are habitually truant and keep parents informed regarding individual student attendance. [ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new Program this year.
[X]
Action steps to implement the Program: By September 1 we will Use Powerschool and the phone system in place to make phone calls to students who have absences or excessive tardies. By September 20 we will have trained staff how to use Powerschool to check attendance correctly, recording information accurately and communicating with Counselor, attendance clerk or parent regarding poor attendance or tardies By 9/20/09 we will counselor, teachers and administrators will look up attendance for individual students and contact home to improve attendance. By 9/17/09 we will send attendance summary along with student progress reports. Materials necessary to implement the Program: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the Program: Position % FTE or Hourly/Time Card [ ] Materials
Additional classified staff to implement the Program: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the Program: Topic How to use Powerschool Presenter/Trainer district In-House [X] or Contract [ ] or Travel/Conference [ ]
Teacher collaboration time to implement the Program: Activity
Weekly [ ]
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Frequency Monthly [ ]
Other
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Parent involvement activities to support the Program Activity Parents will be able to use powerschool to look at student information beginning Spring 2010. Study trips to support the Program: Grade General Focus (e.g., museum, farm) Academics [ ]
Focus Community Building [ ]
Communications [X]
Link to Program (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the Program: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Powerschool School-wide attendance report
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Work Assessments [ ] [ ] [ ] [ ] [ ] [ ]
Other [X] [X]
Categorical funds used to implement the Program: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Program: Other: Other: Other: Other: $
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Student Programs
Health and Safety
Programs to be used during the 2009-10 school year: Program Tobacco Use Prevention Education (TUPE) Activity Student leaders will be trained as peer mediators and intervention specialists who will help fellow students participate in a program to reduce student smoking. Students will attend a training with a teacher in order to learn how to facilitate interventions. Students in grade 9 Cul Geo receive tobacco prevention instruction utilizing the science based curriculum, Toward No Drug Abuse (TND) Administrators, teachers, students, and Community Project members will collaborate to provide students and parents with information regarding the rise in use and abuse of alcohol by teenagers. Community Project will also conduct several smaller sessions with targeted students who have had problems with drugs and/or alcohol. This will be especially useful now since the district's CARE classes have been cancelled. Students in grade 9 Cul Geo receive drug, alcohol tobacco prevention instruction utilizing the science based curriculum, Toward No Drug Abuse (TND). The staff school Climate Survey is conducted with staff. Data is used to inform program development. Students are trained to be school conflict mediators. They learn mediation skills and assist with mediating conflict among students. Through a collaborative initiative with Community Project, ECHS Administrators and students, and a local intervention group SOS, Saving Our Sisters, Saving Our Selves, we are creating and continuing dialogue amongst our African-American female students in order prevent tensions from rising on campus. Similarly, Community Project has also started a monthly lunch-time focus group for our "at-risk" male and female students. Students will be allowed a forum to speak and bring up current issues and will be provided with pizza for lunch. The CA Healthy Kids Survey (CHKS) is conducted every other year with grade 9 and 11 students A school-wide safety forum, involving all stakeholders will be initiated to assess the effectiveness of school-wide rules and policies. On a monthly basis students, staff, and parents will meet in small group settings to examine safety issues and concerns and ways to ameliorate arising problems and tensions on our campus. This group will also provide a parent and administrative representative to the district safety committee.
Safe and Drug-Free Schools (SDFS)
Conflict Mediation Other: Community Project
Other: Site and District Safety Meetings
[ ]
[X]
We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new Program this year.
Action steps to implement the Program: By 9/1/09 we will resume weekly safety meetings with all stake holders with school safety officers (SRO) and monthly school stake holders as well as district safety meetings. By 10/1/09 we will presents to students and stake-holders about various programs and safety expectations for students. By 11/10/09 we will present school wide data from administration, SRO and community project to all stakeholders. By 12/3/09 we will hold a safety assembly collaborating with Portola middle school. By 5/7/10 we will take a school wide healthy kids survey. By 5/20/09 we will discuss results of healthy kids survey and implement areas for growth.
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Materials necessary to implement the Program: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the Program: Position % FTE or Hourly/Time Card [ ] Materials
Additional classified staff to implement the Program: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the Program: Topic How to communicate effectively Presenter/Trainer SRO In-House [X] or Contract [ ] or Travel/Conference [ ]
Teacher collaboration time to implement the Program: Activity
Weekly [ ]
Frequency Monthly [ ] Focus Community Building [ ]
Other
Parent involvement activities to support the Program Activity Parents will volunteer during school events to ensure extra safety Study trips to support the Program: Grade General Focus (e.g., museum, farm) Academics [ ]
Communications [ ]
Link to Program (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the Program: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Powerschool Survey
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [ ] [ ] [ ] [ ] [ ] [ ]
Other [X] [X]
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Categorical funds used to implement the Program: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Program: Other: Other: Other: Other: $
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Student Programs
School Climate #1
Program to be used during the 2009-10 school year: Teachers, administrators and the police department will implement proactive programs: Challenge Day, Intramurals, schoolwide cultural sensitivity, cultural week activities, workshops to promote positive school climate and culture, and begin a campaign entitled "One Culture, One Pride: Gaucho Pride". Underserved and at-risk interventions, including EDY will take place on an ongoing basis. A community garden will be designed and installation will begin this year. Description of the above Program: Leadership team and departments will collaborate to discuss strategies that promote positive school climate and culture. Staff will reinforce conflict resolution and positive peer relationships in the classroom. Staff will also vigilantly enforce our collectively agreed upon four school rules. [ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available): - or This is a new Program this year.
[X]
Action steps to implement the Program: By 09/1/09 we will Begin meeting with student groups to begin planning cultural events. these events will include celebrations of the contributions of historically underserved groups By 11/1/09 we will Plan a drug and alcohol awareness event for all students By 5/1/10 we will Have a second drug and alcohol awareness safety event and this event will emphasize the importance of engaging in safe practices related to drugs and alcohol. By 10/14/09 we will Present a plan and begin formation of a committee to design and install a community garden on campus. Materials necessary to implement the Program: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the Program: Position % FTE or Hourly/Time Card [ ] Materials
Additional classified staff to implement the Program: Position # Hours FTE or Hourly/Time Card [ ]
Professional development activities to implement the Program: Topic Presenter/Trainer In-House [ ] or Contract [ ] or Travel/Conference [ ]
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Teacher collaboration time to implement the Program: Activity
Weekly [ ]
Frequency Monthly [ ] Focus Community Building [X]
Other
Parent involvement activities to support the Program Activity Parents volunteers from the neighborhood will work in the garden Study trips to support the Program: Grade General Focus (e.g., museum, farm) Academics [ ]
Communications [ ]
Link to Program (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the Program: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Students who sign up for service learning Survey Referrals to community project
Focus (must collect data from at least 2 focus areas) Standards Program BaseStudent Embedded Assessments Assessments Work [ ] [X] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
Other [ ] [X] [X]
Categorical funds used to implement the Program: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Program: Other: Other: Other: Other: $
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Student Programs
School Climate #2
Strategy to be used during the 2009-10 school year: Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality in referrals and suspensions and increase the positive engagement of all students. Description of the above strategy: • Culturally Responsive engagement strategies will be used by all staff • • Schoolwide Culturally Responsive ways of managing behavior and discipline will be implemented consistently across the school Situational appropriateness as it relates to both social and academic behavior will be consistently taught at all grade levels.
Our specific strategy implementation includes: Engaging teachers and staff with literature and discussion groups of culturally relevant strategies for instruction and discipline; using culturally responsive observation protocol and participating in 3 equity walks aimed towards improving cultural continuity. [ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available): - or [X] This is a new Program this year.
Action steps to implement the Program: By 11/10/09 we will present referral data and identify patters for discipline amongst different ethnic groups; administrators will use culturally relevant observation protocol. By 11/30/09 we will determine action plan for addressing more culturally sensitive practices for teaching and discipline; provide teachers with culturally relevant readings. By 12/3/09 we will monitor action plan for effectiveness. By 2/10/09 we will review data and evaluate action plan. Materials necessary to implement the Program: Focus Program Specific for Student Use (001) Parent (008) Professional Dev (024) Technology (001) Library (006) Additional certificated staff to implement the Program: Position % FTE or Hourly/Time Card [ ] Materials
Additional classified staff to implement the Program: Position # Hours FTE or Hourly/Time Card [ ]
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Professional development activities to implement the Program: Topic Cultural Discontinuity Readings: Culturally relevant Pedagogy Classroom management Presenter/Trainer Administration Administration In-House [X] [X] [X] or Contract [ ] [ ] [ ] Frequency Monthly [X] Focus Community Building [X] or Travel/Conference [ ] [ ] [ ]
Teacher collaboration time to implement the Program: Activity Collaborate to discuss way to improve culturally responsive practices Parent involvement activities to support the Program Activity Parents will participate in school events such as World Language Night and promote cultures Study trips to support the Program: Grade 9-12 General Focus (e.g., museum, farm) Museums
Weekly [ ]
Other
Academics [ ]
Communications [ ]
Link to Program (e.g., poetry, reports)
Other Contracted Services, including assemblies and sports programs, to support the Program: Grade General Focus (e.g., museum, farm)
SPSA Monitoring:
Data Collected Surveys Planning notes from events Classroom observation notes
Focus (must collect data from at least 2 focus areas) Standards Program BaseEmbedded Student Assessments Work Assessments [ ] [ ] [ ] [ ] [ ] [X] [ ] [ ] [X]
Other [X] [ ] [ ]
Categorical funds used to implement the Program: (check all that apply) [ [ [ [ ] ] ] ] Title I Title I parent involvement EIA/LEP ELAP [ [ [ [ ] ] ] ] EIA/SCE [ ] QEIA [ ] Other: [ ] Other: [ ] Estimated Cost for Program: Other: Other: Other: Other: $
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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
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 Paper, laminate and other office materials Technology and materials to improve instruction Rationale Smooth functioning of the school. To optimize technology use. Funding Source/Amount Corrective Action / $2500 Corrective Action / $7000
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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: Individual student progress is reported to parents through parent conferences, individualized educational plan (IEP) meetings, back to school night, progress report night and the use of the Connect-Ed system to contact parents regarding specific student data 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: Report card night where all parents meet and sit with teachers for grade conferences. Meetings for 9th grade students to articulate academic plan. Parents have opportunities to attend meetings to discuss programs and decisions related to their child’s academic performance as follows: GATE parent meetings ELAC parent meetings Parents are encouraged to meet with counselors and teachers to review students academic progress. Students who have difficulty attaining proficiency are identified and provided with additional academic help. Parents have the opportunity to submit comments on the SPSA to the LEA if they do not find the plan to be satisfactory.
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Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance Law, the following actions are taken: o o o 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. Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s homeless liaison. 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. Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school site councils.
2009 Single Plan for Student Achievement
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Title I Schools Only: Parent Involvement is supported through the development and maintenance of 1) school-level parent involvement policy - Revised on 2) parent-school compact - Revised on Our site will hold an annual Title I meeting to 1) inform parents of school’s participation in Title I program, 2) explain the requirements of Title I, and 3) explain the rights of parents to be involved. For 2009-10 this meeting is held on: The information distributed at the annual Title I meeting will be made available to all parents through the following activities: We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning, review and improvement of Title I programs.
2009 Single Plan for Student Achievement
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Centralized Direct Services Funded by EIA-LEP
English Learner Services provides the following centralized direct services:
• • • • • • • • • • • • • • •
Assistance with registration materials for the families of potential English learners Initial assessment with the CELDT for students with a language other than English on the Home Language Survey Primary language assessment for newly enrolled English learners (ELs) Annual CELDT testing for all English learners English learner data analysis and reports Training and materials for English Learner Advisory Committees (ELAC) English learner parent education opportunities Multilingual District Advisory Committee meetings for ELAC representatives Translation of district documents, such as parent notifications and report cards Identifying translators and interpreters to meet school needs Administration of the Standards-based Tests in Spanish (STS) as required Professional development for teachers and administrators regarding English Language Development (ELD) and core instructional methodologies appropriate for English learners Extended learning opportunities for English learners Support and technical assistance for principals, teachers and paraprofessional staff for effective implementation of the EL programs and services at the school Support and technical assistance for the local assessment system (e.g. benchmarks, placement, screening) for ELD and for bilingual programs.
2009 Single Plan for Student Achievement
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El Cerrito SPSA 1.6.10.pdf
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