The Single Plan for Student Achievement Template

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The Single Plan for Student Achievement Template

SCHOOL: Heritage High School

County-District School (CDS) Code: 054141

Principal: Julie Zierold

Date of this revision: November 15, 2011

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Julie Zierold

Position: Principal

Telephone Number: 951-940-5447

Address: 26001 Briggs Road, Romoland, CA 92585

E-mail Address: [email protected]

Perris Union High School District

The District Governing Board approved this revision of the SPSA on December 7, 2011.

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Table of Contents

TOPIC PAGE

School Introduction 3

School Vision and Mission 3

School Profile 4-8

Form A: Analysis of Current Instructional Practice 9

Statements That Characterize Educational Practice 9-18

Academic Program Survey 19

Planned Improvements in Student Performance (School Site Goals) 20

Goal One: Every student will move up one proficiency level annually on CST’s 20-23

Goal Two: Every ELD student will move up one CELDT level annually 24-26

Goal Three: Graduation rate will increase 1% per year (AYP target) 27-29

Form B: Centralized Services 30

Form C: Programs Included in this Plan (Funding) 30-33

Form D: School Site Council Membership 34-38

Form E: Recommendations and Assurances 39

Form F: Appendix 40

Parental Involvement 40-42

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School Mission The mission of Heritage High School is to provide a rigorous academic curriculum in a safe and caring environment that promotes all students’ maximum success in the larger community. School Vision Heritage High School will provide a supportive learning environment where all students develop their character as healthy, responsible, and tolerant citizens. With strong academic, civic, and technological foundations, Heritage High School students will be prepared as citizens of a diverse world. The Legacy of Heritage High School

Leadership—All students will demonstrate leadership qualities in their daily lives, including integrity, respect, honesty and responsibility.

Excellence—All students will learn strategies to promote excellence in their lives including conduct, health and vitality, and life choices.

Generosity—All students will demonstrate a respect for the larger community through the use of their resources to positively impact the lives of others.

Academics—All students will engage in a rigorous meaningful curriculum that emphasizes critical thinking and high standards.

Character—All students will learn the importance of character development as it applies to personal and community responsibility, and respect for self and others.

Opportunity—All students will learn technological skills to be competitive in the workplace. Students will explore career choices, build practical life skills and develop and appreciation for the fine and applied arts.

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School Profile

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Analysis of Current Instructional Program The following statements characterize educational practice at this school:

1. Alignment of curriculum, instruction and materials to content and performance standards: Heritage High School has adopted the high academic standards set forth by the California School Board of Education in Reading/Language Arts, Mathematics, Social Studies, Science, and other subjects to the extent that standards exist at the state or national level. The standards serve as the framework for directing district goals, objectives and expected learning outcomes into an articulated curricular program designed to maximize learning for all students. The standards enable the articulation of curriculum and learning expectations from grade level to grade level. The school staff is implementing curriculum and assessments that are aligned to the standards along with reporting student progress in relation to the standards. Key staff is involved in the district wide Subject Area Committee (SAC) that reviews curriculum to ensure that textbooks and lesson plans are aligned with state content standards. Staff is given the opportunity and encouraged to participate in staff development that supports learning in the classroom. Instructional materials that support the educational program are readily available to teachers.

2. Availability of standards-based instructional materials appropriate to all student

groups: Heritage High School’s mission is to prepare students for the world of work and/or higher education through a rigorous and quality educational program for all students. Great care is taken to ensure all students have access to textbooks. Heritage High School receives a budget based on student enrollment for Instructional Material Funds (IMF). These funds are used strictly for the purchase of state adopted and district approved textbooks. Other supplementary funding sources include Title I, EIA/LEP, and GATE all are used to support the instructional program. Staff is continuously working on aligning text, benchmark tests, and major assignments with the California State Content Standards. Programs for students identified as English Language Learners (ELL) receive additional money that is earmarked for these programs and the instructional program is aligned with state standards. Heritage continues to support GATE through other categorical funds.

3. Alignment of staff development to standards, assessed student performance and

professional needs: All district and site staff development opportunities are planned in response to assessed needs of our students and based on the professional needs of the staff. Assessment data are utilized in the annual updating of the school plan. Principals and Leadership Team Members review and evaluate assessment results to make determinations about program improvement. They also analyze assessment data to determine strengths and weakness in various programs and areas of instruction. Areas of improvement are then determined from analysis of the information gathered from the assessment data in

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conjunction with surveys and other achievement data. Subject Area Committees meet to evaluate how the standards are being met through the curriculum. They have developed rubrics for key assignments, evolved or revised end-of-level tests, aligned lessons to California State Standards, developed new lessons, chose materials, and mentored staff in any areas where the department’s not fully realizing the new standards. Staff development has focused on five areas: literacy, writing, mathematics, technology, standards-based education, and raising test scores. On-going staff development includes: Direct Interactive Instruction, Pearson Keystone training, Thinking Maps, math support, and EADMS (Educators Assessment Data Management System).

4. Services provided by the regular program to enable Underperforming students to meet standards: The school board adopted Pearson Keystone as a district wide intervention reading program during the summer of 2010. Pearson Keystone a literacy program, teaches phonics, grammar, reading, writing, listening, speaking, as well as other important areas of Language Arts. It is systemic and sequential in its presentation of vocabulary skills. Its two levels (per middle and high school), when completed, bring a student to a comprehensive 9th grade ability level. The district has committed the necessary budget to purchase the core materials and provide annual Pearson Keystone Training for English teachers and encourages all staff to participate. In addition, Heritage utilizes Study Island for CAHSEE Prep, ELA and math Intervention classes, AVID classes, and after school tutoring. English Support Program Strategic Support (English Intervention) Class: There is currently allocated time in the master schedule for students who are in need of strategic support for English. Strategic learners are assessed and required to have additional time beyond the basic core math class. These are students that are performing at no more than two years behind grade level. This would also include ELL and students with disabilities. The CST, CMA, Ed Performance and the Diagnostic Placement Guide assessments will be used to place, monitor and exit students from this class.

Students will be placed in intervention classes using CST scores as well as placement data from the curriculum. Some key components of Keystone include targeted, hands-on and highly visual instruction with a focus on academic vocabulary and writing skills. For the ELL level 1 and 2, classes will be blocked in a three period setting. ELL 1 and 2 students will be taught using the Pearson Longman Keystone intervention program. ELL level 3 students, who are Below Basic or Far Below Basic will be instructed using a two-period block approach. Refer to the ELA Tiers of Intervention and Placement chart below.

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ELA Tiers of Intervention and Placement

2011/2012 Placement

In addition to CST and CAHSEE scores, the CAHSEE Blueprint Diagnostic as well as district

created placement assessments are also used as part of student

placement decisions.

Level of Student

Middle School High School

Placement Test

CST CELDT

Benchmark

1 Period

ELA ELD SPEC ELA ELD SPEC

PUHSD Reading

Placement Test=

60% or ↑

325 ↑ (Middle School)

325 ↑ (High

School)

Levels: 4 - 5

Core (Pearson)

Core (Pearson)

Core (Pearson)

Core (Pearson)

Core (Pearson)

Core (Pearson)

PUHSD Reading

Placement Test=

40%-59%

280 ↑ (Middle School)

280 ↑ (High

School)

Levels: 3-4

Strategic

2 period 1+1

Different Teachers

1 period

Core (Pearson)

and

1 Period

ELA Support

(Pearson)

1 period

Core (Pearson)

and

1 Period ELA

Support

(Pearson)

1 period

Core (Pearson)

and

1 Period

ELA Support

(Pearson)

1 period

Core (Pearson)

and

1 Period

ELA Support

(Pearson)

1 period

Core (Pearson)

and

1 Period

ELA Support

(Pearson)

1 period

Core (Pearson)

and

1 Period

ELA Support

(Pearson)

PUHSD Reading

Placement Test=

39% or ↓

279 ↓ (Middle School)

279 ↓ (High

School)

Levels: Low 3 and

below

Intensive

2 or 3 periods Same

teacher

2 periods Keystone

by Pearson

2 periods

Keystone by Pearson

2 periods Keystone

by Pearson

2 periods Keystone

by Pearson

2 periods Keystone

by Pearson

2 periods Keystone

by Pearson

- 6 weeks -In U.S. school 0-1 years -CELDT 1 or 2 -CST:FBB

Levels: 1 or 2

Newcomers

3 periods:

Keystone by Pearson

3 periods Keystone

by Pearson

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Reading Intervention Program

The school board adopted Pearson’s Keystone as a district wide intervention reading program during the summer of 2010. Keystone, a literacy program, teaches phonics, grammar, reading, writing, listening, speaking, as well as other important areas of Language Arts. It is systemic and sequential in its presentation of vocabulary skills. Its three levels and fifty-two units, when completed, bring a student to a comprehensive 9th grade ability level.

Reading Intervention 9th*

Grade ELA 10

th* Grade ELA

ELA Support Course #191

Who is in the class? Students scoring BB or FBB (below 300) who have not passed the CAHSEE

Class Size: 38:1

Double-block

Uses Keystone Curriculum

Sections consist of Beginning and intermediate

Who is in the class? 9th, 10th, or 11th grade students who have completed Level 2 (placement by testing) of intensive intervention, but have not exceeded the two-year limit and are still scoring BB or FBB and have not passed the CAHSEE. OR Students who are BB or FBB, but are reading within two-years of their grade level, regardless of whether or not they have been in intensive intervention.

Class Size: 38:1

Uses core ELA adoption material *If the student has not yet taken 9th grade ELA, this is the place they should go first.

Who is in the class? Students who must exit the intensive intervention due to the two-year limit, but are still scoring BB or FBB and have not passed the CAHSEE.

Class Size: 38:1

Intervention students should be clustered in general classes

Teacher for the core/support class should be the same teacher

Support class is grade specific.

Support class uses the strategic support and pacing from the Pearson English Language Arts program, such as Reading Central and Language Central, additional writing support, CAHSEE Prep, Marzano’s Academic Vocabulary

Math Support Program

Strategic Support (Math Intervention) Class:

There is currently allocated time in the master schedule for students who are in need of strategic support for Algebra. Strategic learners are assessed and required to have additional time beyond the basic core math class. These are students that are performing at no more than two years behind grade level.This would include ELL and students with disabilities. The CST, the PAL Math Placement test, Ed Performance and the Diagnostic Placement Guide assessments will be used to place, monitor and exit students from this class.

Math Intensive Intervention Classes Math Support classes are mandated for students who score “Below Basic“and “Far Below Basic” on the CST. The CST, Ed Performance and the Diagnostic Placement

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Guide assessments will be used to place, monitor and exit students from this class. Designed to foster independent study, this program includes all the tools teachers need to diagnose gaps, prescribe an individualized course of study, and monitor student progress. Monitoring will also include frequent evaluations using the Grading Rubric, and student “reflections” designed for this class.

This class is a mandatory intervention class for students that score “Far Below Basic” on the California Standards Test (CST) in Mathematics. The CST, Ed Performance and the Diagnostic Placement Guide assessments will be used to place, monitor and exit students from this class. Monitoring will also include frequent evaluations using the Grading Rubric, and student “reflections” designed for this class. The primary curriculum for the class will be:

Algebra Readiness (Holt, Rinehart and Winston) at the High School level

Support Curriculum for Math Support Classes will be:

Idea Works (Holt, Rinehart and Winston) Alt Open (Holt, Rinehart and Winston) Are you Ready (Holt, Rinehart and Winston) Student text Skill Bank (Holt, Rinehart and Winston) Focus on California Standards: Intervention Workbook (Holt, Rinehart and

Winston) Benchmark Tests (Holt, Rinehart and Winston)

Activities in this Math Support program are aimed at students who are struggling with course-level work because they lack the basic skills required to succeed. The course is designed to diagnose gaps, prescribe an individualized course of study, and monitor student progress.

Algebra Readiness, Holt Rinehart and Winston (High School)

This Math Support program covers the California Mathematics Content Standards for algebra readiness, which include the sixteen Targeted Standards and the Referenced Standards from Foundational Skills and Concepts. Students are led step-by-step through foundational skills and concepts to ensure that they have the prerequisite skills to be successful with the sixteen targeted standards that they need to succeed in Algebra 1.

It consists of four consumable volumes that include large numbers of exercises so that students get all the practice they need to build a strong foundation in the standards. The Student Edition begins with practice in the referenced standards and progresses to the thirteen grade 7 targeted standards, culminating in coverage of the Algebra 1 standards at the end of the program.

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High School Math Tiered Intervention

Benchmark

66 – 100% Math Placement

Test

Algebra CST 350 or higher

Core - Geometry

Algebra CST 300-325 (Students may need support) 325 – 349 (goes to Geometry if passing grade in Algebra previous year)

Core - Algebra

Strategic

51 -65% Math Placement

Test

General Math CST 326 or higher

Core - Algebra

Algebra CST 280 - 300

Core Algebra

Algebra Strategies (Holt) General Math CST

280 - 325

Intensive

0 - 50%

Math Placement Test

CST Math score 279 and lower

Math Pathways (formerly called Math Support)

Other interventions include after school tutoring by individual teachers, Study Island, summer school, CAHSEE tutoring, a CAHSEE boot camp, a CELDT workshop, CELDT kickoff, and A+ Credit Recovery. Intensive tutoring for students who do not pass benchmark tests is available prior to a retake of the test. This is meant to encourage students to perform better as well as to learn the content more thoroughly.

5. Services provided by categorical funds to enable Underperforming students to

meet standards: Heritage High School is a school wide Title I program. Categorical funds will be used to increase the effectiveness of the overall instructional program for students most at-risk of not meeting state standards, graduating, and completing the CAHSEE. Students scoring far below basic and below basic in language arts on the CST will be scheduled into the reading intervention program in addition to their regular language arts class. Those students who scored far below basic in math will be scheduled into a math support class in addition to their regular math class. Categorical funds will be used to support the core instructional program. English Language Learners are students with a primary language other than English who are limited-English proficient. The program focuses on improving the English proficiency of students and prepares them to meet the state content standards.

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Supplemental instructional materials are made available to all teachers who need them to implement SDAIE strategies school wide. The use of iPads, and other technology devices have been implemented as a resource to students in the 9th grade AVID program, as well as math and English intervention courses. The use of the iPads in the AVID program is a pilot. The purpose of this pilot is to provide opportunities for under-represented population to have access to technology and resources to support learning, and motivation towards graduation and college attendance. During the pilot, data will be collected for attendance, grades, student engagement, discipline frequency, and state and district assessments. The following are specific uses of categorical funds:

Writing Programs

Thinking Maps

Math Pathways classes

Parent outreach and education

Gifted & Talented Education (GATE)

Advancement via Individual Determination (AVID)

IPads used in 9th grade AVID program across all core content areas

After School Tutoring and tutoring

Motivational events for students to improve efforts

Keystone additional staff development training and needed materials and supplies

Expansion of Career Technical Education course offerings

School & Library materials and resources

Instructional Coaching for Teachers

Awards Assemblies for Student Achievement

Technology Equipment

Career Awareness and Development

Support, supplies and resources for the Visual & Performing Arts Program

6. Use of state and local assessments to modify instruction and improve student

achievement: The Administration has assigned a Data Lead that is funded by site categorical funds that assists teachers to utilize a variety of assessments to determine students’ success. End-of-level testing scores, State achievement testing scores, benchmark tests in the core areas, and teacher designed projects and student work are used to modify curriculum and instruction. Analysis of the data from these assessments provides teachers, students, and parents information needed to drive instruction. The data also informs individual and group instruction needed to remediate and/or address areas of weakness. EADMS (Educator’s Assessment Data Management Systems) is a web based assessment data system that creates reports at the individual student, classroom, grade, and school level. Limited English Proficient (LEP) students are assessed in a manner that is appropriate to their learning experiences. The English as a Second Language (ESL) program

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classifies students by level of proficiency. There are four levels of assessments using the CELDT, and the teachers use both written and oral assessments, as well as anecdotal evidence to determine whether a student should be promoted from one level to another. Heritage High School uses the following standardized assessments:

CELDT: (California English Language Development Test) The CELDT assesses the progress of English language learners toward achieving fluency in English.

INSPECT: (Identifying Needs: Standards Proficiency Exams for California Teachers) This is a one-of-a-kind test bank. The bank is composed of items that are written to specifically assess California content standards. This is tied to the EADMS assessment data system and allows teachers and administrators to use data to inform instruction and assessment WHAT: (Why, How Analysis for Teaching) is a process that guides grade level and content level teams towards understanding “why” students miss items for particular standards and “how” to remediate.

7. Number and percentage of teachers in academic areas experiencing low student performance: One hundred percent of Heritage High teachers have students that are experiencing low student performance. All teachers have access to EADMS; they have access to information from state tests to make them aware of which students in their classes are experiencing low academic performance. They can then provide individual assistance, or if the entire class is weak in a particular area, the teacher can modify or design lessons to remediate the group. Grades are another means to identify classes and individual students with weak academic performance. Teachers have access to student grades in other courses through Infinite Campus. In addition, the mark distribution report is reviewed by administrators, department chairs, and counselors after each grading period by teacher and course. Although the number of students receiving Ds and Fs needs to be reduced, counselors make appointments with every single student receiving at least one D or F to support their improvement.

8. Family, school, district and community resources available to assist these students: Student and parent commitment is highly evident in the cooperative leadership activities of the school site council, the ELAC, the level of participation at school functions, and enrollment in Adult Education classes and other district committees. Student leadership is further tapped through school student representation at the district school board meetings, the Associated Student Body (ASB), and School Site Council. Several programs have been initiated to improve student behavior and encourage school attendance. Intervention groups have been established to deal with specific student behavior problems.

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Youth Accountability Team (YAT) is used to address serious problems displayed by youth.

Student Study Team (SST). When students have situations that prevent them from succeeding in school, any staff member may refer them to SST. The SST consists of a representative from special education, Title I, ESL, a regular education teacher, counselor, and any other personnel may attend if needed.

BETA program to service students with drug and alcohol challenges.

School Culture and Safety grant to target social and emotional student needs

PLUS: Peer Leaders Uniting Students to improve student unity

At-risk counseling services.

Parenting classes and English Language Learner classes for non English speaking parents

Parent Workshops that focus on college readiness PTSA

Student Assistance Review Board (SARB) convenes when students exhibit excessive tardiness or multiple truancies

9. School, district and community barriers to improvements in student achievement:

Students’ success in school depends on effective partnerships among school staff, parents, and members of the community. Although, there are many programs in place to ensure the elimination of academic barriers, there are still a few areas to improve to increase student performance on standardized tests. The following are areas to consider for improvement:

High transient rate

Increase in SED population

Lack of parental support and education level

Little evidence of writing was found across all curriculums

High expectations are not uniformly evident from one class to another

Not all teachers have an intervention/remediation plan for student success

Not all teachers in all programs have received training in how to implement use of the textbook

Grant money and state funds for professional development have dwindled

10. Limitations of the current program to enable Underperforming students to meet standards: There is a need for improved articulation with feeder districts and schools to obtain accurate assessment information (including spring CST scores) on incoming students in order to assure appropriate placement in classes. This includes ELL students who did

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well on the English Language Arts standards tests to be re-designated as fluent and moved out of SDAIE classes to mainstream ones. In addition, there is a need to improve articulation with middle schools regarding special education students to assure appropriate placement, services, and also to assure complete goals in IEPs. Cum folders need to be received earlier in the summer to ensure time to properly serve individual student needs.

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Academic Program Survey Fall 2011

EPC # EPC Description Fully Substantially Partially Minimally

1.1 SBE approved instructional program materials ELA 43.28% 50.75% 2.99% 2.99%

1.2 SBE approved instructional program materials Reading Interventions

40.91% 48.48% 9.09% 1.52%

1.3 SBE approved instructional program materials Math 33.33% 48.89% 13.33% 4.44%

2.1 Adequate instructional time reading/language arts 30.65% 61.29% 8.06% 0.00%

2.2 Adequate instructional time reading/language arts interventions

31.11% 51.11% 13.33% 4.44%

2.3 Adequate instructional time math 13.56% 61.02% 13.56% 11.86%

2.4 Adequate instructional time math interventions 22.54% 59.15% 12.68% 5.63%

3.1

Principal and at least one AP completed AB 430 Institute training in Module 1 including 40 hours of practicum in E/LA and math adoptions

18.33% 58.33% 18.33% 5.00%

4.1a Fully credentialed teachers at site 19.05% 61.90% 12.70% 6.35%

4.1b District plan for fully credentialed teachers in 3 years 14.52% 69.35% 11.29% 4.84%

4.2 Teachers trained in SB 472 reading program including 80 hours

18.92% 51.35% 21.62% 8.11%

4.3 Teachers trained in SB 472 math program including 80 hours 5.56% 62.96% 29.63% 1.85%

5.1 Student achievement monitoring system for reading 4.17% 33.33% 14.58% 47.92%

5.2 Student achievement monitoring system for math 25.58% 44.19% 30.23% 0.00%

6.1 Instructional support for teachers in reading (coaches ) 11.48% 54.10% 31.15% 3.28%

6.2 Instructional support for teachers in math (coaches ) 4.17% 90.28% 5.56% 0.00%

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Form A: Planned Improvements in Student Performance

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

School Goal: # 1 (Goals should be prioritized, measurable, and focused on identified student learning needs.)

Every student will move up at least one proficiency level each year on the CST’s until proficient.

What data did you use to form this goal (findings from data analysis)?

CST Scores

District Benchmark Assessments

Ed Performance

CAHSEE Scores

Grades

API Scores

AYP Data

How does this goal align to your Local Educational Agency Plan goals?

This is one of the three main focus goals for the School District.

The LEA plan is focused on the school.

What did the analysis of the data reveal that led you to this goal?

Two weakest ELA strands on the CST’s and CAHSEE

(that are significant in weighting):

CST - Word Analysis (9th)

CST - Writing Strategies (9th)

CST - Literary Response (10th)

CST - Word Analysis (10th)

CST - Written Conventions (11th)

CST - Literary Responses (11th)

CAHSEE - Writing Strategies

CAHSEE - Writing Conventions

Two weakest Math strands on the CST’s and

CAHSEE (that are significant in weighting):

CAHSEE - Measurement & Geometry

CAHSEE - Algebra I

General Math – Math - Exponents - Powers – Roots, Measurement & Geometry

Algebra 1 – Graphing & Systems, Functions - Rational Expressions

Geometry – Angles & Lines, Logic & Proofs

Algebra 2 – Quadratics - Complex Numbers, Series - Probability - Statistics,

Which stakeholders were involved in analyzing data and developing this goal?

Teachers

Counselors

Students

Administrators

Support Staff

Advisory Committee Members

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Summative Math – Probability & Stats, Algebra II

Integrated 1 – Geometry, Functions & Expressions

Who are the focus students and what is the expected growth?

9th and 10

th grade students in danger of not

passing CAHSEE according to KDS CAHSEE Blueprint Assessment Data

9th-11

th grade students with failing grades

in math and English

9th-11

th grade students with poor District

Benchmark Assessment scores

9th-11

th grade students habitually not

completing homework/practice

What data will be collected to measure student achievement?

CST Scores


Ed Performance

CAHSEE Scores

Grades

Weekly Formative Assessments

Writing Assessments

What process will you use to monitor and evaluate the data?

Data Teams

PLC’s

Leadership Team

Staff Development Staff Meetings

Actions to improve achievement to exit program improvement (if applicable). NA

Strategies/Actions to Implement this Goal

Start/Completion Date/Personnel

Each Funding Source/Amount

Process for Evaluation of Implementation

Release time for English and Math Teachers to discuss pacing, planning, writing, and individual student success Release time for all 10th grade math and ELA teachers for CAHSEE planning

4 times per year/two times each semester starting in Sept. 2011 Teachers analyze student work samples, plan and modify instruction, analyze benchmark assessments, and address student needs based on state testing results

Title 1 Sub coverage for release time CAHSEE Blue Print Printing Sub coverage $5,000

Teacher sign in sheets Updated pacing/planning documents Individual student data: grades, attendance, benchmark data, CST data

CAHSEE prep workshop for 10th grade students on the cusp of passing

1 time prior to census CAHSEE test March 2012

Title 1 Sub coverage for teacher release time Printing for workshop documents

CAHSEE Blue Print data

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$1,500

CAHSEE prep workshop for 11th and 12th grade students that have not passed the test

1 time prior to census CAHSEE test February 2012

Title 1 Sub coverage for teacher release time Printing for workshop documents $1,500

CAHSEE scores for 11th and 12th grade students

CAHSEE Census Kickoff assembly and CAHSEE incentives

1 time prior to the census CAHSEE March 2012

Title 1 Guest speaker Testing incentives $5, 000

CAHSEE census scores

CST Parent Information Night

1 time prior to CST testing April 2012

Title 1 Printing $500

Principal presentation and parent feedback forms

Use of student data (state and district assessments) to identify and place students as benchmark, strategic, or intensive in math and English.

August 2011 Staffing-General budget

CST Data PAL test CAHSEE Teacher Recommendations

Teacher collaboration for teachers in all content areas during Monday PLC’s

Every Monday beginning August 2011-June 2012

PLC sign in sheets Smart goals Standards based PLC protocol documents Benchmark data CST data Monitoring done by Principal, Asst. Principal, and ELD teacher team

CST Celebration Students review and Title 1 CST Data

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celebrate CST success by determining if they have reached their “Magic Number” or the number of points on the CST’s they needed to increase to move to the next proficiency level August 10, 2011

Printing student data $1000

Identify areas of concern by cluster, standard, or strand in math and English contents

Professional development before school year started. August 9, 2011

Title 1 Printing documents $500 Professional development time (two days prior to the beginning of the year) General budget-teacher PD included in work year calendar

CST data CAHSEE data

Provide ongoing instructional support for teachers in all content areas

DII cycle with academic coach

Title 1 Part time academic coach (3 periods) for the 2011-12 school year

Coaching Log

Use of student data (state and district assessments) to identify and place students as benchmark, strategic, or intensive in math and English.

August 2011 General budget: staffing

CST Data PAL test CAHSEE Teacher Recommendations

Teacher action walks to share best practices

August 2011-June 2012

Title 1 Teacher release time to visit other classrooms

Teacher attendance

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School Goal: # 2 (Goals should be prioritized, measurable, and focused on identified student learning needs.)

Every English Language Learner will move up one CELDT level annually until reclassification.


CST Scores


Ed Performance

CAHSEE Scores

Grades

API Scores

AYP Data


This is one of the three main focus goals for the School District.

The LEA plan is focused on the school.


Listening and Speaking had the least growth on the CELDT

80+ ELD level 3 students showing no movement on the CELDT for multiple years


Teachers

Counselors

Students

Administrators

Support Staff

Advisory Committee Members


ELD 3 students that have shown no growth in 2+ years (80+)

ELD 1 and 2 students just entering the country


December CELDT 2011-12 results

CST Scores


Ed Performance

CAHSEE Scores

Grades

Weekly Formative Assessments

Writing Assessments


Data Teams

PLC’s

Leadership Team

Staff Development Staff Meetings

Actions to improve achievement to exit program improvement (if applicable). NA





Teacher collaboration for EL teachers in all content areas

Monthly, the fourth Monday of each month during PLC

PLC sign in sheets Smart goals

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time beginning in August 2011-June 2012

Standards based PLC protocol documents Monitoring done by Principal, Asst. Principal, and ELD teacher team

Release time for EL English and Math Teachers to discuss pacing, planning, writing, and individual student success

4 times per year/two times each semester starting in Sept. 2011 Teachers analyze student work samples, plan and modify instruction, analyze benchmark assessments, and address student needs based on state testing results

Title 1 Sub coverage for release time $2,000

Teacher sign in sheets Updated pacing/planning documents Individual student data: grades, attendance, benchmark data, CELDT scores

Professional Development training on CELDT test administration

1 time prior to CELDT testing October 2011

Title 1 Sub coverage for one day $1,000

Teacher attendance CELDT Scores

CELDT motivational program for all students taking the test CELDT Kick-off

1 time prior to CELDT testing August 10, 2011-June 10, 2012 October 14, 2011

Title 1 Sub coverage for teacher release time Guest Speakers Educational fieldtrips $10,000

Three day CELDT prep workshop for all EL 3 students

1 time prior to CELDT testing October 11-13, 2011

Title 1 Sub coverage for teacher release time Printing for workshop documents $1,500

CELDT scores

Use of student data (state and district

August 2011 CST Data

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assessments) to identify and place ELD students as benchmark, strategic, or intensive in math and English.

PAL test CAHSEE Teacher Recommendations

Highly qualified, and ELPD trained teachers assigned to EL core and support classes

Yearly August 2011

Staffing-general budget

Credential reviews Professional development attendance sheets BCLAD certification documentation

Provide resources from family, school, district, and community to assist with student achievement for sub group populations

Parent Project March 2012 ELAC meetings Every other month beginning in September DELAC Meetings

Title 1 Printing, presentations for parents, resources $10,000

Attendance records for the parent project and ELAC meetings

27

School Goal: # 3 The Graduation rate will increase 1% per year (AYP target) Indicators:

Graduation rate Census CAHSEE proficiency Completion rate (grades & non exit exam passing) Sp Ed Certificate of Completion vs. Graduation A-G completion 2/4 year college enrollment AYP Yearly credit status


Graduation Rates

Dropout rates

CAHSEE passing rates

Attendance data

Discipline data


This is one of the 3 main focus goals for the school district

The LEA plan is focused on this goal


2009-2010 Graduation Rate 92.21%


Teachers

Counselors

Parents

Administration

Students

Support Staff


Students failing CAHSEE in 10th grade

9th and 10

th grade students in danger of not

passing CAHSEE according to KDS CAHSEE Blueprint Assessment Data

Discipline repeat offenders

Chronically truant students

Credit deficient students


CAHSEE Blueprint Data

Benchmark data in ELA and math

Yearly credit status

Completion rate (grades and non exit exam passing)

Graduation rate

CAHSEE census pass and proficiency rate

Discipline data for repeat offenders

Attendance data

A-G completion


Professional Learning Community focused on data and this goal

Counselors running grade checks, credit status

Benchmark disaggregation

Infinite campus queries focused on student attendance

Infinite campus queries focused on student discipline

Actions to improve achievement to exit program improvement (if applicable).

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Weekly drawings for students with perfect attendance

Weekly, every Friday, starting 2nd week of school/ Assistant Principal overseeing Attendance

Attendance Incentives through attendance contract $2,500

Attendance data

6 week attendance focus groups for students who are chronically truant

Every 6 weeks, starting at the 1st six week grading period/Assistant Principal overseeing Attendance

Attendance data

6 week discipline focus groups for discipline repeat offenders

Every 6 weeks, starting at the end of the 1st six week grading period/Assistant Principal overseeing Discipline

Discipline data

Parent attendance meetings for parents of students who are chronically truant

Every 6 weeks, starting at the end of the 1st 6 week grading period/Assistant Principal overseeing Discipline

Postage, phone dialers $2,500

Attendance data

Presentations on graduation and A-G requirements

Counselors/yearly with 9th-12th grade students

Printing $4,000

Four year plan documents Counselor Spreadsheets

Individual meetings with every 12th grade student focused on graduation and A-G requirements

Yearly with every 12th grade student/Counselors

Printing $1,000

Transcript Analysis

Individual meetings with any student earning a D or F in a core class

Every 6 weeks starting at the end of the 1st 6 week grading period/Counselors

Grade Report Data

Activities and events to engage the community, students,

College Fair: Oct. 2011

Title 1: printing, postage, phone dialer, flyers, tech support,

Sign-in Sheets Attendance Data

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parents, and businesses to help increase student achievement

Senior Interviews: April 2012 Senior Portfolio: December 2011 Art Show: May 2012 Senior Info Night: Sept. 2011 Parent Project: March 2012 Coffee with the Principal: First Thursday of every month beginning in October, 2011

district support, staffing $15,000

Senior Portfolio grades

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Form B: Centralized Support for Planned Improvements in Student Performance

PROGRAM SUPPORT GOAL # 1

Increase student attendance

Groups participating in this goal (e.g., students, parents, teachers, administrators):

All Students

Anticipated annual growth for each group

Anticipated growth is a minimum or .049%

Means of evaluating progress toward this goal:

Quarterly attendance reports generated by the district.

Group data to be collected to measure gains:

Data collected will be disaggregated by sub group by site.

Actions to be Taken to Reach This Goal

[1]

Consider all appropriate dimensions (e.g., Teaching and

Learning, Staffing and Professional Development)

Start Date[2]

Completion Date

Proposed Expenditures

Estimated Cost

Funding Source

1. Services to include: attendance management and analysis; web based software system that produces attendance letters to parents or guardians; includes the cost of postage; professional development that includes technical assistance;

August 2011 to

June 2012

S I & A Consultant Contract:

Attention 2 Attendance (A2A)

$28,000 EIA

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Form C: Programs Included in this Plan

The School Site Council intends for this school to participate in the following programs: (Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

State Programs Allocation

Economic Impact Aid/State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program

$167,744

Economic Impact Aid/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners

$17,381

School Safety and School Culture Grant Purpose: Increase school safety and connectedness

$175,000

Total amount of state categorical funds allocated to this school $360,125

Federal Programs under the Elementary Secondary Education Act Allocation

Title I, Part A: Neglected Purpose: Supplement instruction for abandoned, abused, or neglected children who have been placed in an institution

$227,901

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards

$5,340

Total amount of federal categorical funds allocated to this school $233,241

Total amount of state and federal categorical funds allocated to this school $593,366

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PUHSD Program Improvement Goals:

1. All students will increase a minimum of one performance level per year.

2. All ELL students will advance one CELDT level until reaching English proficiency as

measured by CELDT.

3. The graduation rate will increase a minimum of 1% each year.

Please use the table below to prioritize your categorical needs for 2011-2012. Please keep in

mind that the activities should be related to district goals with a focus on classroom instruction.

Use clear and specific details in describing the activities and associated cost.

FOCUS for 2011-2012: Classroom Instruction

Priority Activity Description SPSA Plan Page

Funding Source

Estimated Cost

1. Staff development: FOCUS on instruction & best practices: Release time for collaboration, support planning, curriculum and lesson planning, cross-curricular planning time, admin/teacher collaboration, AVID strategies and action walks. Approx. 100 teachers x $40/hr x 2 days and or sub days

Title I EIA

$25,000

2. .60 FTE Academic Coach to assist teachers with co-planning & co-teaching lesson for all students

Title I $54,000

3. iPADs – supplemental resource to core (ie. textbook & resource material) 130 - 9th grade AVID students to pilot in all subject areas 8 - 9th grade core teachers 150 iPads: includes 2 staff development days, iPad cart ($126,000) 40 iPads for ELD I students to support student achievements and engagement ($35,000)

Title I EIA

$161,000

4. AVID Program: Tutors; materials and supplies, college field trips, staff development

Title I EIA

$84,255

5. CAHSEE Materials-student study guides *all 10th grade ELA teachers and Math Algebra, Geometry, Integrated 1 teachers

Title I EIA

$2,000

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6. AVID strategy training for core content teacher: 6- 9th grade teachers at $125.00 per training for 4 trainings = $3,000 Sub cost: 6 teachers x $100/day x 4 trainings = $2,400

Title I EIA

$5,400

7. Parent Involvement Parent Workshops: computer applications, guidance & counseling; personal finance, etc.

Parent Literacy Classes: child care: 2 days x 4hrs/wk x 34 wks x 2 Paraprofessionals x $15/hr = $8,160; 2 teachers x 2 days x 4 hrs/wk x 34 wks x $40 = $10,880

Coffee with the Principal: materials & supplies $1000

Parent Workshops: 50 workshops (10 – 5wk sessions) x 1hr x $40/hr x 1 teacher = $2,000

Title I EIA

$2,000

8. Instructional supplies to support the academic program to include: Mini white boards, white board pens and erasers, journals, spiral notebooks, overhead projector timers, and ice breaker/question balls (Instructional strategies)

Title I EIA

$15,000

9. AVerPen Product and training 4 class sets (8 = class set) x $899 CAHSEE classes piloting the product to increase student engagement and empower student in learning. SKU #PPENCCAPK

Title I EIA

$4,000

10. Technology Training: Interwrite pads/responders, IC, EADMS, Document Cameras 100 teachers x $40/hr x 2hrs = $8,000

Title I EIA

$8,000

11. Before & after school tutoring to increase student achievement and provide support in CAHSEE, and all core subjects. Not to exceed 250 hr

Title I EIA

$10,000

12. Study Island license for all students = $5/student x 2700 = $13,500

Title I EIA

$13,500

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9th & 10th grade CAHSEE prep, SAT Prep, AP Prep, academically at-risk students.

13. Academic Decathlon Materials: study guides, test prep $1500.00 Speech and Debate Materials: study & preparation resources and materials $1500.00

Title I EIA

$3,000

14. Guest Speakers/Motivational speakers: to provide focus on academic achievement, student engagement, motivate students, for students, staff and family with a focus on ELD, CST importance & celebration (first day of school), grade level, college presentations

Title I EIA

$10,000

15. Safari Montage = $3,000

Title I EIA

$3,000

16. COIN Career/Vocational Awareness

Title I EIA

$1,250

17. S3 Grant: to enrich school connectedness, safety, for all students

State $175,000

Total $576,405

Total allocated categorical funds $593,366

Available Balance $16,961

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Form D: School Site Council Membership

California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the school site council (SSC). The current make-up of the SSC is as follows:

PARENTS TERM ENDING

Mike and Jamie Nyeholt 2012-2013

Keith Morgan 2011-2012

Bridget Peck 2011-2012

Alicia Gonzalez as alternate 2011-2012

STUDENTS TERM ENDING

Nicole Waeldin 2011-2012

ASB representative 2011-2012

1 EL Student 2011-2012

1 AVID Student 2012-2013

1 TBA 2012-2013

TEACHERS TERM ENDING

Lourdes Zunzunegui, Title I and EL Lead

2012-2013

Carrie Waeldin 2011-2012

Jaime Cushman 2011-2012

William Cloo 2011-2012

Lisa Jones 2011-2012

Steve Balazs as alternate 2012-2013

ADMINISTRATION TERM ENDING

Julie Zierold On-going

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Form F: Organizing the SSC and Outline of Sample Bylaws SSC

SECTION 1: SIZE AND COMPOSITION

The school site council will be composed of 16 members. Half of the representation on the council shall be from the school staff. This council half will include: 1 – Principal 5 – Teachers, selected by teachers (NOTE: Classroom teachers shall constitute the majority of those persons representing the school staff) 2 - Other School Personnel (examples: resource teachers, librarians, counselors, nurse, clerical staff, food service, custodial para-educators, vice-principals, administrative assistants) The remaining half on the council shall be evenly distributed between: 4 – Parents or community members, selected by parents at the school; and 4 – Students, selected by students.

SECTION 2: TERM OF OFFICE

All members of the council shall serve for a term of two years.

SECTION 3: SELECTION/ELECTION OF MEMBERS

Elections of council members shall be held each year in August. Election Committee: The duties of the committee shall be to supervise the election procedures, to identify nominees on the basis of the nominating procedures, to unseal and count the ballots, and declare elected representatives on the basis of the election procedures. The following procedures shall be followed in nominating candidates and selecting/electing council members: Teachers: The Administration shall notify teachers of vacancies on the School Site Council by the end of August. The Election Committee or designee will coordinate teacher requests and voting. Parent/Guardians: Parents will be notified through a mailer of School Site Council vacancies. Parents will notify the Election Committee or designee of their interest and will be asked to submit a brief personal description explaining why they would like to run. Ballots will be prepared for nominees. Other School Personnel: The Administration shall notify other school personnel of vacancies on the School Site Council by the end of August. The Election Committee or designee will coordinate other school personnel requests and voting.

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Students: The Administration shall notify students of vacancies on the School Site Council by the end of August. The Election Committee or designee will coordinate student requests and voting.

For each representative group with the exception of the principal, an alternate will appointed. The alternate will be the person with the next highest number of votes.

SECTION 4: VOTING RIGHTS

Each member of the council shall be entitled to one vote and may cast that vote on each matter submitted to a vote of the council. Absentee ballots shall not be permitted. Only elected representatives including an elected alternate sitting in the absence of a selected member and the principal may cast a vote.

SECTION 5: TERMINATION OF MEMBERSHIP

A member shall no longer hold membership should he or she cease to be a resident of the school or no longer meets the membership requirements under which he or she was selected. Membership shall automatically terminate for any member who is absent from all regular meetings for a period of Three consecutive meetings, unless the absence is due to conflicting school business. The council, by an affirmative vote of two-thirds of all members, can suspend or expel a member.

SECTION 6: RESIGNATION

Any selected council member may terminate his or her membership by submitting a written letter of resignation to the council chairperson.

SECTION 7: VACANCY

Any vacancy on the council that occurs during the term of a member shall be filled by:

Seating of a previously elected alternate member to fill the remainder of the term of the vacant seat; or

Appointment of a new member to fill remainder of the term (selected by the remaining peer group members, not the council as a whole; or

An election of a new member by the appropriate representative group.

ARTICLE IV - OFFICERS

SECTION 1: OFFICERS

The officers of the council shall include a chairperson, vice-chairperson, secretary and any other officers the council shall deem as desirable.

SECTION 2: ELECTION OF OFFICERS AND TERMS OF OFFICE

The officers of the council shall be elected annually and shall serve a term for one year or until a successor has been elected.

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Any member of the council, including the principal, may serve in any officer capacity.

SECTION 3: REMOVAL OF OFFICERS

Any officer may be removed from their office by two-thirds vote of all council members.

SECTION 4: VACANCY IN AN OFFICER POSITION

A vacancy in any office because of resignation, removal, disqualification, death or otherwise shall be filled for the remainder of the officer’s term. A vacancy in any office shall be filled by a special election of the council. This special election will be included in the posted meeting agenda.

SECTION 5: OFFICER DUTIES

The Chairperson shall:

Preside at all meetings of the council;

Sign all letters, reports, and other communications of the council;

Perform all duties incident to the office of the chairperson; and

Assume other such duties as prescribed by the council. The Vice-chairperson shall:

Represent the chairperson or council in assigned duties; and

Substitute for the chairperson in his or her absence. The Secretary shall:

Keep minutes of all regular and special meetings of the council;

Promptly transmit to each of the council members and district representative true and correct copies of the minutes of such meetings;

Provide all notices in accordance with the provisions of these bylaws;

Serve as custodian of the schoolsite council records;

Maintain a register of the address, phone number and term of office of each council member;

Maintain register of the chairpersons of other school advisory and subcommittee members, including addresses and phone numbers;

Perform all duties incident to the office of secretary;

Perform such duties that are assigned by the chairperson or the council; program; and/or;

Draft position or plans for council review.

ARTICLE V – MEETINGS OF THE SCHOOLSITE COUNCIL

The council shall hold its regular meetings at 4:30 pm on the second Wednesday of the month. Special meetings of the council may be called by the chairperson or by a majority vote of the council.

SECTION 1: PLACE OF MEETINGS

The council shall hold its regular meetings at Heritage High School.

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SECTION 2: NOTICE OF MEETINGS Written notice of the meeting shall be posted at least 72 hours in advance of the meeting at the school site, or any other appropriate place that is accessible to the public. This written notice shall specify the date, time, and location of the meeting, and agenda describing each item of business to be discussed or acted upon. All required notices shall be delivered to council and committee members no less than 72 hours, prior to the meeting personally, by mail or by email. SECTION 3: QUORUM The presence of 50% plus one of the council membership in attendance at the meeting will constitute a quorum. No decisions of the council shall be valid unless a quorum of the membership is present.

SECTION 4: CONDUCT OF MEETINGS

Meetings of the council shall be conducted in accordance with the rules of order established by Ed Code 35147 and the Robert’s Rule of Order or an adaptation thereof approved by the council. If a council violates any of the procedural meeting requirements found in Ed Code section 35147, and upon demand of any person, the council shall reconsider the item at its next meeting, after allowing for public input.

SECTION 5: MEETINGS OPEN TO THE PUBLIC

All meetings of the council and its appointed committees shall be open to the public.

SECTION 6: COMMUNICATION WITH THE LOCAL BOARD OF EDUCATION

The school site council shall implement the rules and regulations as defined in local board policy. A local board of education has the right to deny the content and related budget found in the school’s Single Plan for Student Achievement. SECTION 7: UNIFORM COMPLIANT PROCEDURES Annually, the school site council shall participate in training about the district’s uniform complaint procedures.

ARTICLE VI – BYLAW AMENDMENTS

An amendment of these bylaws may be made at any regular meeting of the council by a vote of two-thirds of the members present. Written notice of the proposed amendment must be posted as part of the agenda and must be submitted to council members at least 7 days prior to the meeting at which the amendment is to be considered for adoption.

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Form E: Recommendations and Assurances

41

PARENTAL INVOLVEMENT

The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.

Create an effective plan for communicating with parents (English and non-English speaking) regarding their child’s academic performance and mastery of the content standards. (WASC E.1)

Communicate with parents regarding information about the school’s API and AYP scores and the status of the school in relation to target populations and disaggregated data. Involve parents, community representatives, classroom teachers, other school personnel and students in the planning, implementation and evaluation of school plan and consolidated application programs. (5 CCR 3932) Educate parents about standards, curriculum and assessment. Coffee with the Principal

Principal Admin team Counseling ELL coordinator ELAC ELAC meetings and Title I parent meetings Title I and ELAC Principal, school

August 2011- June 10, 2012 October 12, 2011

November 9, 2011

Home dialer goes home in Spanish and English for updates on academics and activities Infinite Campus and Synergy provides parents access to own student’s achievement Heritage parents to participate on district Educational planning council Parents, students, and teachers to participate together in the writing of and implementation of the Single plan for student achievement and approve expenditures related to SPSA School Accountability report card to be made available in print and online format Marque

$ 20, 000.00 for all flyers, staff salaries for adult classes, coffee with the principal

42

Adult Workshops:

Adult literacy

College requirements

High school graduation requirements

Personal finance

Computers 101

Parenting classes

Psychology 101

Basic math

Basic Art

bilingual liaison and Title I lead Principal, teachers, and Title I Lead

1st Thursday

of every

month,

August

2011- June

2012

Cycles of 9

weeks from

September

2011- June

2012

PTSA

Marque, home dialer and

school website

Marque, home dialer,

school website, flyers,

ELAC meetings, Title I

meetings, School-site

council The school is a safe, clean and orderly place that nurtures learning. The culture of the school is characterized by trust, professionalism, and high expectations for all students and a focus on continuous school improvement. (WASC E.2) \ Provide a safe, clean and orderly place that nurtures learning. (WASC E.2) Establish a school culture that is characterized by trust, professionalism, and high expectations for all students and a focus on continuous school improvement. (WASC E.2)

Admin District Admin Teachers Club Advisors

ongoing

Adopt an area project FNL Safe School Ambassadors Safe and Drug Free Schools

43

Resources are provided from family, school, district and community to assist under-achieving students. (NCLB, EPC 9.0, WASC A.6) Provide resources from family, school, district and community to assist under-achieving students. (NCLB, EPC 9.0) Involve parents, community representatives, classroom teachers, other school personnel and students in secondary schools in the planning, implementation and evaluation of consolidated application programs. (5 CCR 3932, WASC E.4)

Admin Parent Liaison

ongoing

Red Ribbon Week Parent Project Tutoring YAT program SARB

Specific training and supports are provided to parents of English Learners (EL), special education, gifted students, low performing students and others. (NCLB) Provide specific training related to standards-based instruction and data analysis to parents of English Learners, special education, gifted students, low performing students and others. (NCLB)

Admin Teachers Parent Liaison

ongoing Parent Institute GATE AP Night Student Success Night

Parent Institute Printing Awards

The Single Plan for Student Achievement Template

Documents

Transcript of The Single Plan for Student Achievement Template