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West Contra Costa Unified School District Gompers Continuation High School

Title I - Program Improvement

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2013 - 2014

Board Approval Date: Contact Person: Vincent Rhea Principal: Vincent Rhea Telephone Number: (510) 231-1402 Address: 715 Chanslor Ave

Richmond, CA 94801 E-mail address: [email protected]

3/26/2014

BOARD OF EDUCATION 2013 - 2014

CHARLES T. RAMSEY, President

TODD A. GROVES, Clerk RANDALL ENOS, Member

MADELINE KRONENBERG, Member ELAINE R. MERRIWEATHER, Member

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Safety, Library, Technology Assurance Page

Executive Summary

Stakeholder Involvement

System-wide Barriers

QEIA Checklist/Monitoring and APS (Helms - Only)

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Required Strategies

Implementation of CCSS

ELA #1

ELA #2

Math #1

Math #2

Science

History/Social Science

Educationally Disadvantaged Youth #1

English Learners #1

Extended Learning #1 (Only required for Title I schools)

Attendance

Health and Safety

School Climate #1

Optional Strategies

Physical Education

Visual and Performing Arts

Educationally Disadvantaged Youth #2

Special Education

English Learners #2

School Climate #2

Coordination of Services Page

Agreements

Centralized Services

School Site Council (SSC) Recommendations and Assurances

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

assures the board of the following:

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

law.

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

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

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

this plan (Check those that apply):

[ ] School Advisory Committee for State Compensatory Education Programs

[X] English Learner Advisory Committee

[X] Community Advisory Committee for Special Education Programs

Other (list)

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

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

board policies and in the Local Improvement Plan.

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

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

6. This school plan was adopted by the school site council on: .

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

2013 - 2014 school year, using the WCCUSD monitoring process.

Attested:

Vincent Rhea, Principal

Typed name of school principal Signature of school principal Date

Gretchen Borg, Chair

Typed name of SSC chairperson Signature of SSC chairperson Date

West Contra Costa Unified School District Gompers Continuation High School

2013 - 2014 School Site Council Membership Roster

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

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

as follows:

Names of Members

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

ends on*:

Identify Chair

Person:

Parent/Community Members

#1 Flor Ramirez 6/2014 [ ]

#2 Joann Jacobs 6/2015 [ ]

#3 Marissa Manajarrez, Student 6/2015 [ ]

Student Members

#1 Angel Jacobs, Student [ ]

#2 Yolanda Jimenez, Student 6/2014 [ ]

#3 Alejandro Cadtro, Student [ ]

School/Other Members

Tchr #1 Borg, Gretchen 6/2014 [X]

Tchr #2 Amalia Ojeda 6/2014 [ ]

Tchr #3 Tiffani Neal [ ]

Tchr #4 Kenneth Jones [ ]

Other Genea Alexander [ ]

Principal Vincent Rhea [X]

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.

Assurances Regarding the School Safety Plan

The principal’s signature verifies that Gompers Continuation High School has reviewed the school Safety Plan for 2013 - 2014.

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

all school faculty and staff.



Assurance Regarding the Library Plan

The principal’s signature verifies that Gompers Continuation High School has reviewed the district Library Plan for 2013 - 2014.



Assurance Regarding the Technology Plan

The principal’s signature verifies that Gompers Continuation High School:

[X] will develop a Technology Plan for 2013 - 2014

[X] has updated the Technology Plan for 2013 - 2014



Executive Summary

Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2013 - 2014 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.

Our goal is high, equitable achievement for all students and an education that prepares them to be successful contributing members of an increasingly global society.

Samuel L. Gompers Continuation High School will employ the CDE sponsored Model Continuation High Quality Indicators to measure and guide the total instructional program. The model indicators are divided into five areas, each with specific attributes. The five areas include: School Management, Curriculum, Instructional Strategies, Educational Climate and Guidance and Counseling.

Current research and “best practice” strategies also validate the merits of: focusing on team teaching and collaboration, an

emphasis on school-wide writing strategies, the use of cooperative learning models such as Jigsaw, Gallery Walk or Think-Pair-Share, the implementation of Art Costa's questioning strategies, Cornell Notes, summarizing, and the use of graphic organizers.

After high school, some of our students want to attend college; others are interested in a trade or vocational programs, some

desire to immediately seek employment. Whatever the direction, we want our students to have confidence in their ability and their potential for future success. Thus, it’s imperative that the school community continue to seek ways to engender hope and strengthen the academic capacity of our students.

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.

Samuel L. Gompers Continuation High Schools seeks to provide students with a rigorous, standards-based instructional program. Our course offerings include college prep courses that are accepted at all UC/CSU campus. Additionally, we have created a leadership class, MESA class/program, and a student-led conflict mediation group to address school climate issues that adversely affect student achievement.

Our 2013-2014 goals include Student Attendance, Graduation Rate and an increase in effective instructional delivery. All indicators will be supported and monitored via our School Site Plan.

Other resources that are being implemented to support student achievement/success are the Quarterly individual counselor/principal meetings with each student to review credit progress, attendance, and to provide an opportunity to check in with our students social emotional needs (i.e. counseling support).

We have partnered with the following groups to assist our students weekly. We have the counselors of the Wright Institute working with the Men's Group and the Sister's Circle - both peer mediation groups, DROC (Determining the Reality of our Community) helps students with drug intervention, student study trips to local colleges and conflict resolution, Bay Area Peace Keepers works with students on Gang Prevention and conflict resolution, The RYSE Center works with our students on college readiness, resume building, take study trips to local colleges and job fairs.

Our teachers will receive weekly training on Restorative Justice Circles. This is an effort to address student behavior, seek alternatives to suspension and create a supportive community of learners. Teachers will be attending professional development conferences to support their growth as professionals. In 2012-2013 Teachers will attend the CABE Conference, Teaching American History Program, MDAC Conference, CATE and CCSS Conferences and the PSAT. Gompers High school administration and teaching staff are committed to improving the educational program that we offer our students.

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.

Our instructional leadership team is responsible for planning instruction, determining the school-wide focus, and decision making. Based on an analysis of external and internal assessments and measures, the staff has identified five critical areas of academic need from the Expected Student Learning Results. The staff also recognizes that there is an urgent need to: • improve daily school attendance; • ensure students earn the maximum credits each quarter and build advanced learning skills • improve the CAHSEE Math pass rate, overall student math skills, and their ability to think conceptually • ensure students develop a post high school plan/ direction

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

emergency.

Gompers high school is staffed with 1 full-time site supervisor, 1 part time supervisor and 1 full time school resource officer. These individuals help secure the campus from 8:00 a.m. - 4:00 p.m. Due to our move into the portable buildings we have experienced additional challenges with student monitoring. Weekly safety meetings are held with the principal, resource officer and site supervisors. Staff and students are required to wear the safety lanyard. 1. Principal and school resource officer to attend monthly districtwide safety meeting (parents, students and teachers are encouraged to attend) 2. Student-led Conflict mediation group will be trained on December 9th (Group will mediate peer-to-peer issues) 3. Teachers are updated on safety issues/concerns/progress during our weekly Wednesday meetings

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.

Enrollment into Gompers High School is both voluntary and involuntary. The majority of students referred to Gompers were unsuccessful at their comprehensive high school, necessary small school, or other alternative program. Many of the students placed at Gompers are juvenile offenders recently released from juvenile detention facilities and required by court sanction to return to school. These students have probation officers that regularly monitor their attendance and activities both in and outside the school setting. A number of our students are pre-expulsion placements, while others are involuntarily placed at Gompers for disciplinary reasons. Some students attend Gompers by choice. Our students’ lives are often plagued with numerous difficult circumstances: poor school and class attendance, low reading and math scores, alcohol, tobacco and drug usage, teenage pregnancy, broken homes, gang affiliation, lack of parental support, and low self-esteem. The difficult circumstances Gompers students are faced with frequently impact the enrollment of the school. These circumstances impact student transience, school performance and progress. Students who violate their probation are taken into custody. Students’ mobility in and out of group homes is yet another example of situations that affects school enrollment and academic achievement.

All new students and their parents are required to attend an orientation with the principal or counselor. Returning students are required to attend a similar orientation each year as well. Additional conferences are held with families throughout the year as needed. Phone calls to parents of students who are absent are made daily. 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.

Throughout the year, we monitor and the appropriate use and maintenance of all of our resources. We are in the early stages of learning and adapting to the new ordering/tracking system (Bitech) the district has recently implemented. All materials and equipment purchased with our site funds are in use and accounted for at the end of each year. All staff know their assigned duties and responsibilities; they work daily in these endeavors designed to increase the academic achievement of our students.

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: Gompers High School Wellness Committee Program Focus: $45, 000 funding from Chevron provided to The Wright Institute and Bay Area PeaceKeepers to provide

counseling/life skills support to students, teachers and parents Program Name: Gompers High School Wellness Committee Program Focus: $15,000 funding from Kaiser provided to the Wright Institute to support the Counseling/Violence

prevention program. Program Name: Gompers High School Wellness Committee Program Focus: $16,000 funding from the Wright Institute to support the Counseling/Violence prevention program Program Name: Program Focus: Program Name: Program Focus: Program Name: Program Focus:

SPSA Stakeholder Involvement

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

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

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

Choose one task management option for each step Task SSC Actively Involved in Task or Task Delegated to Step 1 Analyze CST and local assessment

data

Process:

Data discussion to assist in Professional development training for all staff (August)

or Process: Data reviewed and analyzed at Professional Development training in August (Principal)

Step 2 Gather input from

(check all that apply)

[ ] GATE

[X] ELAC

[ ] CAC

[X] Others ASAM data

Process: Site Council Leadership review

or Process:

Step 3 SPSA strategies development Process: Staff and stakeholders review needs and resources

or Process: Collaboration with respective staff members at Gompers

Step 4 Budget development Process: Staff and stakeholders reviewed needs and in conferences adjusted allocations as determined

or Process:

Step 5 Finalize and submit SPSA for

School Board Approval

Date: December 20, 2013

Step 6 SPSA monitoring Process: Progress and student achievement monitored each of the four quarter marking periods and through the Edu-Soft assessment process for ELA and Math

or Process:

System-wide Barriers

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

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

Barrier Description Strategy for Overcoming Barrier [X] Staffing: We need translation services every day to

speak to our parent. We are using up catagorical funds to perform this necessary service.

[X]* We need an additional Typist Clerk who is Bi-Lingual to communicate with parents daily. Send email to ED

[ ] Facilities maintenance: [ ]*

[ ] Facility capacity (space for classrooms/programs): [ ]*

[X] Safety: We need a Female Security Guard to address larger female population.

[X]* Email to ED

[ ] Materials availability: [ ]*

[X] Technology: We need computers/tablets and Web access to effectively address Common Core assessements/training

[X]* Technology plan/allotment through General Fund/District office.

[ ] Fiscal Support: [ ]*

[ ] Compliance Support: [ ]*

[ ] Curriculum and Instruction Support: See Technology needs

[ ]*

[ ] Other: [ ]*

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

Data Analysis

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Academic Data

Cho

ose

3

DIBELS:

Describe data reviewed

[ ]Area of concern

[ ]Area of strength

Accelerated Reader/Star

Reading:


[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

Benchmarks:


[ ]Area of concern

[ ]Area of strength

CAHSEE:


[X]Area of concern

[ ]Area of strength

In the 2nd semester we have added CAHSEE Prep. courses to the master schedule. We offer Saturday Boot Camp for CAHSEE focus on essay strategies and in the 4th quarter we will be adding CAHSEE tutorial during the week after school. We need to allocate money to continue Saturday School.

AMAO Data:


[ ]Area of concern

[ ]Area of strength

CELDT:


[ ]Area of concern

[X]Area of strength This school year we have had more students participating in the CELDT testing toward reclassification and encourage EL Parent for 1 to 1 conferencing and participation. We need to allocate funds for translation to explain the CELDT process.

Grade Count: (Secondary

Only)


[ ]Area of concern

[ ]Area of strength

GPA: (Secondary Only)


[ ]Area of concern

[ ]Area of strength

Credits Earned: (Secondary

Only)


[X]Area of concern

[X]Area of strength With the Independent Study program we are offering students an opportunity to earn credits. Gompers is a continuation high school so our students come to us with a deficit of credits. We need money for Professional Development in this area.

Other:


[ ]Area of concern

[ ]Area of strength

Student Support Data

Cho

ose

2

Attendance:


[ ]Area of concern

[X]Area of strength

Our attendance has improved this academic year. We have met our goal of 80%.

Suspension


[ ]Area of concern

[X]Area of strength

We continue to decrease our number of suspensions through the use of Restorative Justice circles with the Wright Institute and the use of Saturday School for discipline. We need to allocate money for Saturday School to continue.

Parent/Community Survey:


[ ]Area of concern

[ ]Area of strength

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Keys Survey:


[ ]Area of concern

[ ]Area of strength

Healthy Kids Survey:


[ ]Area of concern

[ ]Area of strength

Other:

School to Parent Contact [X]Area of concern

[X]Area of strength We need to allocate money to allow for translation. Our population is more than 50% Spanish speaking. When the parents and the school communicate often the students have improved behavior and clear expectations.

Other:


[ ]Area of concern

[ ]Area of strength

ACTION PLAN

REQUIRED SPSA STRATEGIES FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement

Transition Year Common Core State Standards

Areas of Academic focus for transition to CCSS1

All core academic classes will focus on student writing of standard 5 paragraph essays.

Description of the above strategy:

In CAHSEE Prep classes, Tutorial classes and academic classes we will focus on writing and complete at least one product per Quarter. 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:

[ ] Written Conventions [ ] 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):

[X] This is a new strategy this year.

Action steps to implement the strategy:

By 3/3/14 we will Have one essay product for every academic class, Tutorial period and CAHSEE Prep class. By 5/30/14 we will We will have a second essay product for every academic class, Tutorial period and CAHSE prep class. By we will

By we will

By we will

By we will

Materials necessary to implement the strategy:

Focus Materials Cost

Program Specific for Student Use (001)

Parent (008)

Professional Dev (024)

Technology (001)

Library (006)

Annual Cost:

Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card Cost PD and collaboration

[ ] Title I 1500

TitleII 1750

Annual Cost 3,250

Professional development activities to implement the strategy:

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

Teacher collaboration time to implement the strategy: Frequency

Cost Activity Weekly Monthly Other

Annual Cost

Parent involvement activities to support the strategy Focus Cost

Activity Academics Community

Building Communicati

ons Annual Cost

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

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

Annual Cost

SPSA Monitoring: Focus (must collect data from at least 2 focus areas)

Data Collected

Standards Base-

Assessments Student Work

Program Embedded

Assessments Other

Common Core State Standards

Summary of Costs

Materials Total Expenditures: Expenditures by Funding Source: Title I

Additional Certificated Staff Total Expenditures: 3,250 Expenditures by Funding Source: Title I 1,500

TitleII 1,750

Professional Development Total Expenditures: Expenditures by Funding Source: Title I

Teacher Collaboration Total Expenditures: Expenditures by Funding Source: Title I

Parent Involvement Total Expenditures: Expenditures by Funding Source: Title I

Other Contracted Services Total Expenditures: Expenditures by Funding Source: Title I

Student Achievement

English Language Arts - ELA #1

WRITING

Strategy to be used during the 2013 - 2014 school year:

CAHSEE writing strategies and writing across the curriculum. Provide students with materials to support student success.


CAHSEE Bootcamp to improve essay writing skills and increase essay writing opportunities for all non-CAHSEE passers. Classes will be held daily by 3 teachers to reach the maximum number of students. We have now changed the master bell schedule so that all weekdays are the same time periods for continuity of academic exposure. This strategy will address the specific learning needs of students in the following subgroups:



This strategy will address the content cluster area of Writing:

[ ] Written Conventions [ ] Writing Strategies




By August we will Establish the writing models to be used, schedule students in CAHSEE Prep electives

By September we will Administer CAHSEE practice exam to include CAHSEE writing prompt (district will provide) Establish baseline data.

By October we will Administer CAHSEE practice exam/writing prompt (during CAHSEE 4-week intensive)

By February we will Administer CAHSEE practice exam/writing prompt (during CAHSEE 4-week intensive) By March we will Administer CAHSEE practice exam/writing prompt (during CAHSEE 4-week intensive) By June 2014 we will Monitor student progress and adjust reteaching strategies as needed using CASHEE and benchmark data. Analyze CAHSEE and writing prompt data to assess the effectiveness of this strategy.



Program Specific for Student Use (001) Printed materials to supplement strategy

Multi-colored white board markers to assist with essay instruction

Paper for reproduction of supplemental materials.

Planners for students

Newspaper subscription to allow students to write to Primary Documents per Common Core Standards.

Title I 600

Parent (008) Print Parent Handbook with CAHSEE dates / test taking tips and important dates information.

T1 PI-- 275


Technology (001)

Library (006)

Annual Cost: 875


Position % FTE or Hourly/Time Card Cost Staff development [X] LCFF--- 2000

Subs for Staff Development [X] Annual Cost 2,000

Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card Cost

translator for parent meetings [X]

Annual Cost


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

Presenter [X] [ ] [ ]

Staff Development/Professional Development using data (i.e. benchmarks, report cards, CAHSEE scores, CST scores)

Laurie Roberts [X] [ ] [ ]

Develop writing strategies. Improving instruction

TBA [ ] [ ] [X]

CAHSEE writing strategies

CCCOE/TBD [ ] [ ] [X] Title I 75

Annual Cost 75



Staff Development/Professional Development using data (i.e. benchmarks, report cards, CAHSEE scores, CST scores)

[ ] [X]

Annual Cost




ons Orientation meetings and communication home as needed; Communicate expectations and keep parents informed of students progress. Provide parent training (each semester) through site based meetings.

Provide translation services to communicate clearly with parents.

[X] [X] [ ]

Flyers home [ ] [X] [X]

Parent workshops (1st semester and 2nd semester) to introduce parents to the curriculum at Gompers High School and share support strategies that can be implemented at home.

[X] [X] [X]

Annual Cost

Study trips to support the strategy:

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

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other CAHSEE Scores [X] [ ] [ ] [X]

Benchmark Data [X] [X] [X] [ ]


Summary of Costs

Materials Total Expenditures: 875 Expenditures by Funding Source: Title I 600

T1 PI-- 275

Additional Certificated Staff Total Expenditures: 2,000 Expenditures by Funding Source: LCFF--- 2,000

Additional Classified Staff Total Expenditures: Expenditures by Funding Source: Title I

Professional Development Total Expenditures: 75 Expenditures by Funding Source: Title I 75



Study Trips Total Expenditures: Expenditures by Funding Source: Title I


Student Achievement



Use District level RLA pacing guide and benchmarks to guide instruction. English teacher to continue school-wide effort to increase the students exposure to comprehension of literary texts.


English teacher(s) will attend district provided PD for RLA adoption. English teacher will use District benchmarks to guide instruction.

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



This strategy will address the content cluster area of:

[X] Comprehension [ ] Vocabulary [ ] Other:




By August we will Teachers to attend district related PD for our district adopted RLA program

By August - June we will Purchase District recommended novels. Students will have additional access to literature. English Teacher interested in purchase of electronic books for use with ESL. By Quarter 1 we will

Administer District Benchmark. #1

By Quarter 1 & 2 we will Review data from Benchmark # 2 to help drive instructional needs. Administer Benchmark #2

By Quarter 2 & 3 we will Review data from Benchmark #2 to help drive instructional needs. Administer Benchmark #3

By June-August we will Analyze the data collected from the benchmark data.. Use Data for curriculum planning for the 2012 - 2013 school plan/year.



Program Specific for Student Use (001) Purchase appropriate printed materials to supplement and enhance course content and master of state standards. Purchase district recommended novels as desired by English teachers

Purchase student planners to help with organization of classroom curriculum

Title I 500

Parent (008) Create & Print Parent Handbooks to assist with academic support for students

T1 PI-- 75


Technology (001)

Library (006)

Annual Cost: 575


Position % FTE or Hourly/Time Card Cost Teacher collaboration time - 23 hours [X] parent meetings [X] T1 PI-- 150

Annual Cost 150



translator for parent meetings [ ]

Annual Cost


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

ILT [X] [ ] [ ]

District level Professional development (lead teacher meetings, etc)

TBA [X] [ ] [ ]

Annual Cost



Collaborative meetings with principal weekly [X] [ ]

Annual Cost




ons Provide parents with information about RLA program and its components during Semester 1 and Semester 2 meetings. Translation/ interpreters for EL parents.

[X] [X] [X]

Orientation and communication home about progress

[X] [X] [X]

Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Quarterly evaluation of student progress [X] [X] [X] [ ]

Exam CAHSEE ELA results [X] [ ] [ ] [ ]

District benchmark writing assessments [X] [X] [ ] [ ]


Summary of Costs

Materials Total Expenditures: 575 Expenditures by Funding Source: Title I 500

T1 PI-- 75

Additional Certificated Staff Total Expenditures: 150 Expenditures by Funding Source: T1 PI-- 150







Student Achievement

Math #1


Increase the hours of explicit direct instruction in mathematics for Algebra 1, Geometry, and teacher collaboration.


This year we modified our master schedule to include 50 minutes of daily instruction in Mathematics. Students are provided 230 minutes of mathematics instruction weekly. Use district benchmark exams to assess student achievement. This strategy will address the specific learning needs of students in the following subgroups:


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

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

[ ] Algebra & Functions [ ] Measurement & Geometry [ ] Statistics, Data, Probability

[ ] Other:

[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 is a new strategy this year.


By On-going we will

Meet weekly with Math teachers to review Algebra and Geometry lesson planning; Analyze student progress and adjust instruction.

By November we will Administer district math assessments #1. Ms. Ojeda will be provided professional development time and guidance from principal and district coaches/lead teachers to review and analyze district/teacher made assessments that are aligned to the CAHSEE and CST standards. By January we will Administer district math assessments #2. Ms. Ojeda will be provided professional development time and guidance from principal and district coaches/lead teachers to review and analyze district/teacher made assessments that are aligned to the CAHSEE and CST standards. By May we will Administer district math assessments #3. Ms. Ojeda will be provided professional development time and guidance from principal and district coaches/lead teachers to review and analyze district/teacher made assessments that are aligned to the CAHSEE and CST standards. By June we will Review current Benchmark Data. Plan for extended learning Math support and mathematics instructional needs (i.e. PD support, purchasing materials, parent math meetings, etc) By August/September 2012 we will Review CST data and plan for next year.



Program Specific for Student Use (001) Teacher's editions and all resource materials available for geometry and algebra texts.

Purchase appropriate printed materials to supplement and enhance course content and master of the state standards.

Purchase paper for reproduction of supplemental materials.

Purchase pencils, rulers, and other necessary math tools

Purchase student planners to help with organization of classroom curriculum

Title I 1000

Parent (008) Parent Math Night (1st semester and 2nd semester)

Create & print Parent Handbook to assist with academic support for students

T1 PI-- 250


Technology (001) Various math software; ALEKS software

Library (006)

Annual Cost: 1,250


Position % FTE or Hourly/Time Card Cost additinal hours to analyze data [X] Title I 2000

Annual Cost 2,000



Annual Cost


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

As applicable, presentations from District initiated trainings. Professional Development using data analysis (i.e. CST and CAHSEE scores).

Site/District [X] [ ] [ ]

Attend Math conferences to support professional growth.

CMC [X] [ ] [ ] Title I 1000

Annual Cost 1,000



Collaborative meetings. [X] [ ]

Teacher lead instructional strategies - using writing across the curriculum strategies to increase writing in Mathematics courses.

[ ] [X]

Annual Cost




ons Intake orientation meetings, Ongoing school-to-parent contact, Translation services as required

[X] [X] [X]

[ ] [ ] [X]

Parent meetings (semester 1 and semester 2) to provide parents with support skills that can be used to help their students at home. Communications home about tutoring classes and opportunities to complete review for exams.

[X] [ ] [X]

Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other CAHSEE results [X] [ ] [X] [ ]

District Benchmarks [ ] [X] [X] [ ]

Math #1

Summary of Costs

Materials Total Expenditures: 1,250 Expenditures by Funding Source: Title I 1,000

T1 PI-- 250



Professional Development Total Expenditures: 1,000 Expenditures by Funding Source: Title I 1,000





Student Achievement

Math #2


Develop daily CAHSEE intensives for students who have not passed the CAHSEE exam. Provide students with materials to support student success. .


Daily classes in CAHSEE Prep. intensives provided to students who have not passed the CAHSEE exam

Direct instruction and technology based instruction will be the primary delivery of the CAHSEE material. This strategy will address the specific learning needs of students in the following subgroups:


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

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

[X] Algebra & Functions [X] Measurement & Geometry [X] Statistics, Data, Probability

[ ] Other:




By December 2013 we will Vote to amend Master Schedule to allow daily intensive curriculum that will be provided to students who have not passed the CAHSEE exam. Edusoft training provided by Laurie Roberts to support teachers use of CAHSEE data in developing and providing CAHSEE instruction. Edusoft teacher made assessments professional development provided to teachers. By January 2014 we will Vote and install CAHSEE Prep. classes during 5th and 6th periods. By we will

By we will

By May 2014 we will Compile CAHSEE intensive data and review CAHSEE pass rate for February and March administrations. By August 2014 we will Have gathered and analyzed the data for the 2014 intensives (i.e. # of students attending prep intensives, gather student feedback, review CAHSEE pass rates of students pass rates and performance % on the February , March and May administrations). We will use this data to plan our Saturday CAHSEE intensives for the 2012 - 2013 school year. This data will allow us to provide CAHSEE intensives for all CAHSEE administrations during the 2014 - 2015 school year



Program Specific for Student Use (001) Purchase appropriate printed materials to supplement and enhance course content and master of the state standards. Purchase materials for student daily use (i.e. paper, pens, pencils, binder)

Parent (008)


Technology (001) Computers needed for technology instruction; ALEKS software; - See District Technology plan

Library (006) Purchase appropriate printed materials to supplement and enhance course content and master of the state standards.

Annual Cost:


Position % FTE or Hourly/Time Card Cost Extra teacher hours for PD and collaboration [X] Title I 1000.

Annual Cost 1,000



Custodial support for Saturday intensives [X]

Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost MIG workshops District [X] [ ] [ ] ALEKS training ALEKS

Corporation

[ ] [X] [ ]

Math Conference Various [ ] [ ] [X] [X] [ ] [X] Annual Cost



Math teachers collaborate to develop CAHSEE intensives

[ ] [ ] Math Teachers will meet weekly on specific

dates during the months

of November and

December

PD planning time to develop intensive programs; Mathematics conferences; district led PD

[X] [ ]

Collaboration Time during summer to adjust instruction based on quarterly assessment and/or CST results

[X] [ ]

Annual Cost




ons On-going communications on individual process, translation services as needed.

[ ] [ ] [X]

CAHSEE & Bilingual communities [ ] [X] [X]

Annual Cost



9-12 College Visits College Readiness

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other CAHSEE Results [ ] [X] [X] [ ]

Edu-soft assessments/Teacher made tests [X] [ ] [X] [ ]

Math #2

Summary of Costs









Student Achievement

Science


Increase the student pass rate in lab-based Biology and Chemistry courses.


During the 2013-2014 school year, lab-based Biology and Chemistry will be offered as the two Science courses at our alternative education site. Both courses are College Preparatory courses and satisfy the required two years of lab based science.




By August 2013 we will Gompers High School Principal and Counselor will schedule students into one of the two lab-based Science courses offered during the 2013-2014 school year. By December 2013 we will Science teacher will develop standards-based quarterly assessments to be administered in January, March and May

By January 2014 we will Administration of 1st quarterly assessment. Analyze student data and provide student feedback on success rate. Use Biology and Chemistry CST standards/strands to support the development of quarterly assessments. By March 2014 we will Administration of 2nd quarterly assessment. Analyze student data and provide student feedback on success rate. Use Biology and Chemistry CST standards/strands to support the development of quarterly assessments. Teacher and students to visit Lawrence Hall of Science. By May 2014 we will Administration of 3rd quarterly assessment. Analyze student data and provide student feedback on success rate. Use Biology and Chemistry CST standards/strands to support the development of quarterly assessments. Attend a science-based field trip to Monterey Bay Aquarium

By June - August 2014 we will Analyze data from each quarterly assessment to determine overall student success rate.



Program Specific for Student Use (001) Teacher curriculum material to support science program. Paper used to create curriculum modules

Purchase materials for student daily use (i.e. paper, pens, pencils, binder) Purchase lab materials, ie: cow eyes, animals for dissection, ice cream ingredients and other lab materials decided by teacher

Title I 1000

Parent (008) Communicate course expectations to parents at Orientation sessions and Back to School night activities. Communicate student progress on an individual basis


Technology (001)

Library (006) Science books and lit resources for teacher and student use

Annual Cost: 1,000


Position % FTE or Hourly/Time Card Cost RSP support aide in classes with more than 5 RSP students enrolled.

[ ]

Annual Cost



Bilingual interpretation during school events [X] Title I 300

Annual Cost 300


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

various [ ] [ ] [X]

Assessment of Data Teacher/Admin [X] [ ] [ ] Science PD District [X] [ ] [ ] Annual Cost



Instructional Leadership Team - assessment development/review

[ ] [X] Monthly ILT meeting to

review development

and or administration of Science assessment.

Teacher PD to create quarterly assessments [ ] [X]

Collaboration Time during summer to adjust instruction based on quarterly assessment and/or CST results

[X] [ ]

Annual Cost




ons Communications home about assignments and expectations

[X] [ ] [X]

Curriculum Saturday - Parents invited to Gompers High School to learn about CORE subjects (i.e. Math, Science, English, Social Science) that are UC/CSU approved.

[X] [X] [X]

Annual Cost



9-12 Lawrence Hall/Local venues Support for mandated standards-based learning

9 - 12 Aquarium of the Bay / Exploritorium / Chabot Science - one trip per quarter in support of Science

Support for mandated standards-based learning

9-12 College Visits College Readiness

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Quarterly student progress assessments [X] [X] [X] [ ]

Student feedback/survey [ ] [X] [ ] [X]

Student work samples [X] [X] [ ] [ ]

Science

Summary of Costs


Additional Certificated Staff Total Expenditures: Expenditures by Funding Source: Title I

Additional Classified Staff Total Expenditures: 300 Expenditures by Funding Source: Title I 300






Student Achievement



Develop a Master schedule that will support the inclusion of three UC/CSU approved College preparatory courses. Increase the CST participation rate and performance band success by providing quarterly History/Social Science assessments.


Teachers will collaborate to create History/Social Science Common Core assessments to be administered quarterly. Principal/Counselor will work together to develop a master schedule that provides students with an opportunity to complete UC/CSU approved History/Social Science courses.

[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): We plan to continue the strategy this year because data shows that students are enrolled in and successfully passing the college preparatory history classes. Additionally, the CST student participation rate increased significantly for the 2010-2011 school year.



By August we will Develop a master schedule that will support the inclusion of three UC/CSU approved College preparatory courses (i.e. World History, U.S. History, Government/Economics). By December we will Social Studies instructors will collaborate together to create Common Core standards-based lessons. Teach American History Project teachers will instruct collegues on upcoming switch to Common Core State Standards. By January we will Social Studies instructors will collaborate together to create Common Core standards-based lessons. Discussion on Common Core State Standards

By March we will Social Studies instructors will collaborate together to create Common Core standards-based lessons. Government/Economics teacher to oversee service learning component for students. By May we will Social Studies instructors will collaborate together to create Common Core standards-based lessons. Government/Economics teacher to oversee service learning component for students. By August - September we will Analyze CST data and provide collaboration time to align instructional planning/delivery to student needs.



Program Specific for Student Use (001) Teacher curriculum materials

Paper needed to copy social studies modules for each quarter. Purchase 2 Jack Daws kits for neccsary Common Core Primary Documents

Parent (008) Parent Handbook to communicate goals and requirements for Social Science learning.

Professional Dev (024) Instructional Leadership Team meetings

PD sessions provided by District Teach American History Project

Technology (001)

Library (006) Social Studies books and resources for site library.

Annual Cost:


Position % FTE or Hourly/Time Card Cost Teacher Collaboration time to develop quarterly Common Core assessments

[X]

Annual Cost



Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost Edusoft training provided by WCCUSD


Teacher Collaboration

Department training

[X] [ ] [ ]

Annual Cost



Principal/Instructional meetings with Soc. Studies teachers

[X] [ ]

Instructional Leadership Team [ ] [X]

Collaboration Time during summer to adjust instruction for Common Core Standards.

[ ] [ ] Planning will occur Mar-

June for summer PD

needs.

Annual Cost




ons Information shared at intake orientations

Messages home as needed

[X] [X] [X]

Annual Cost



9 - 12 College Visits College Readiness

9-12 Museum visit - 1 per quarter to enhance History common core instruction.

Primary Documents in museums of SF and Oakland per Common Core stds.

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Preparation for CST Exams [X] [X] [ ] [ ]

Linked Learning/Standards Based lesson plans [ ] [ ] [ ] [X]


Summary of Costs









Student Achievement

Educationally Disadvantaged Youth (EDY) #1 (Socio-Economically Disadvantaged - SED)


Response to Intervention (RTI) - Learning Center


RTI is a three-tiered model of intervention that does not wait for students to fail. It is a multi-step approach to providing services to

struggling students who have not been identified as individuals with special needs. Students are assessed early and frequently to

ensure that the researched based programs of intervention that are being used are appropriate. Student achievement and progress are

measured through continuous progressed monitoring and data collection.

Our specific program is set up as follows: See description; Note that two Special needs instructors serve as team collaborators with primary instructors in Core instructional classes.

[X] We have used this strategy for 5 year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): Students attending regularly have improving scores on CAHSEE evaluations. Changes to the master schedule to support CORE subject success and skills for success with Community Partners will begin in August 2013..



By September we will Continue collaboration in CAHSEE Math and ELA support. This includes regular day classes that support ELA and Math instruction to prepare for CAHSEE examinations at the 10th, 11th, and 12th grade levels. See RLA #1 and Math #2

By October we will Support first round of exams and evaluate scores from the previous CAHSEE exam to ascertain individual student progress and plan instructional strategies as needed. See RLA #1 and Math #2

By December we will Continue to focus on adding students to support classes. See RLA #1 and Math #2

By February we will

Special Education Teachers will teach CORE subjects to both Special Ed. and General Education populations for RTI in addition to teaching Tutorial periods for Special Education students.

Continue support for target students still working to pass CAHSEE

Particularly focusing on Grade 10 students and Grade 12 students preparing for the February testing administration. See RLA #1 and Math #2

By Mar - May we will Assess progress and adjust lessons for students in both regular day as well as Saturday intensive tutorials. See RLA #1 and Math #2

By June we will Evaluate student successes and adjust plan for fall. See RLA #1 and Math #2



Program Specific for Student Use (001) Multi-Color white board markers for scaffolding in tutorial. Core subject textbooks @ middle school level to assist with comprehension.

Parent (008)


Technology (001) Computers to support CAHSEE revolution prep online program

Library (006)

Annual Cost:


Position % FTE or Hourly/Time Card Cost Teacher(s) for Saturday Intensives [X] Teacher hours for parent meetings [X] Title I 1000

subs for field trips [X] Title I 600

Extra Teacher Hours for collaboration of targeted students

[ ] Title I 1000

Annual Cost 2,600



Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost District PD - Edusoft Training


[X] [ ] [ ] Annual Cost



Instructional Leadership Team Collaboration

[ ] [X]

See RLA #1 Math #2 [ ] [ ] See RLA #1 and Math #2

Collaboration Time during summer to adjust instruction based on quarterly assessment and/or CST results and switch to Common Core Standards.

[X] [ ] Summer planning

Annual Cost




ons Parent meetings with an emphasis on CAHSEE support

[X] [ ] [X]

Parent meetings supplies [ ] [ ] [X] Title I 703

Annual Cost 703



9-12 Study trips to colleges throughout the area, Davis, Menlo, etc.

Title I 2310

Annual Cost 2,310



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other CAHSEE Results

[X] [X] [ ] [ ]

Master schedule (CAHSEE Prep scheduling/courses offered)

[X] [X] [ ] [ ]

Educationally Disadvantaged Youth (EDY) #1

(Socio-Economically Disadvantaged - SED)

Summary of Costs






Parent Involvement Total Expenditures: 703 Expenditures by Funding Source: Title I 703

Study Trips Total Expenditures: 2,310 Expenditures by Funding Source: Title I 2,310


Student Achievement

English Learners (EL) #1


Provide EL students with additional explicit direct instruction for core subjects and achievement tests (i.e. CAHSEE, CST, CELDT), and enrichment opportunities to support their success in ELD, their reclassification efforts, and their post high school (collegiate/vocational) goals.


Continuous support provided from district and principal when available. Provide (3) CAHSEE Saturday Intensives (February, March, and April) to aide students in passing the CAHSEE ELA and Math exams. Teachers and administration to attend conferences/training to support and improve the English Language Development of our EL students. Parents and students will also be involved in the conferences/training when available. Provide with community college visits to improve the college going culture of our EL students. Counselor to review Student achievement data with EL students and help students plan their 4-year transition from high school to College. Parent meetings and phone calls will be made as well. We need to allocate funds for a teacher to attend CABE conference for new methods to reach our EL students.

We need to allocate funding for translation services to address the educational needs of our EL students and parents.




By September we will Target EL students and provide ELD instruction in ELD support class offered at Gompers. Teacher to attend district-led professional development on ELD program components. Build classrooms Libraries for our EL students. By October we will Gompers staff will also work with Brian Fraim to improve EL instructional strategies. By January - February we will Provide Saturday CAHSEE intensives to EL students who did not pass the CAHSEE exam. Bilingual Aide to assist with CAHSEE intensive classes. Provide students with a collegiate trip to one of the community colleges (FAFSA completion will be the emphasis). By April -July we will

Provide Saturday CAHSEE intensives to EL students who did not pass the CAHSEE exam. Bilingual Aide to assist with CAHSEE intensive classes. Teacher and admin to attend conference/trainings related to ELD. Provide CAHSEE support as extended learning June 9 - June 30

Attend the CABE conference in February 2013 - Ms. Neal.

By we will

By we will



Program Specific for Student Use (001) Supplemental materials purchased to build students English Language skills/acquisition (i.e. classroom libraries)

Parent (008)

Professional Dev (024) Teacher collaboration on best practices in EL instruction.

Technology (001) Purchase technology for EL teachers and students (i.e. laptops, projectors, interactive technology)

Library (006) Purchase appropriate books to supplement and enhance course content and master of the state standards.

Annual Cost:


Position % FTE or Hourly/Time Card Cost Substitute teachers for PD days [X] Title I 500

Extra teacher hours for PD and collaboration around ELs

[ ] Title I 2000

Subs for study trips [X] Tchr add'l hours for collaboration [X] Annual Cost 2,500



translation and interpretation [X] Title I 720

CABE [ ] LCFF--- 1500

Annual Cost 2,220


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost CABE Conference CABE [ ] [ ] [X] LCFF--- 1500

Participate in district trainings as given by Brian Fraim

Participate in local trainings as they become available. Provide teacher with professional development to support classroom instruction of the newly adopted program.

district coaching [X] [ ] [ ]

GLAD Training CABE [ ] [ ] [X]

Annual Cost 1,500



Collaboration and planning [X] [ ]

Teacher collaboration time with other EL teachers in WCCUSD

[ ] [ ] when available.

Collaboration time for teachers to develop EL Science Based/Math Based Lessons to support EL Students and help support EL students involved in the site-based academy.

[X] [ ] Summer

Annual Cost




ons Parents to attend trainings/conferences when available

[X] [ ] [X]

Provide parents with information during Semester 1 and Semester parent meetings regarding program delivery. Alert parents via school newsletter, connect ed messages and student orientations about the additional services provided to EL students (i.e. afterschool tutoring, CAHSEE intensives, field trips, etc).

[ ] [X] [X]

Annual Cost



9 - 12 Field trips determined by ELD teacher and principal

Increase and vary the expository writing opportunities for students who must take the CAHSEE exams. Provide students with additional opportunites to practice their English Development throughout their surrounding communities.

9-12 Collegiate field trips Provide students with access to post high school opportunities. Increase the college going culture of our EL students.

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Reviewing CASHEE scores for English Learners [X] [ ] [ ] [X]

Evaluate CELDT scores [ ] [ ] [X] [X]


Summary of Costs



Additional Classified Staff Total Expenditures: 2,220 Expenditures by Funding Source: Title I 720

LCFF--- 1,500

Professional Development Total Expenditures: 1,500 Expenditures by Funding Source: LCFF--- 1,500





Student Achievement

Extended Learning #1

(Before/After/Saturday School)


Provide Saturday CAHSEE intensives for students who have not passed the CAHSEE exam. Provide afterschool instruction to students who need additional instruction in CORE subjects.


Please see RLA #1 and Math #2: Afterschool instruction will have a strong emphasis on CAHSEE support EL #1: Afterschool instruction will also provide our EL students additional opportunities to access standards-based curriculum beyond the school day.




By January we will hold Saturday Intensives (4 Saturdays) By February we will hold Saturday Intensives (4 Saturdays) By May we will hold Saturday Intensives (4 Saturdays) By May - June we will Planning for Extended Learning sessions. Extended Learning program through July 13, 2013

By we will

By we will



Program Specific for Student Use (001) Paper, pencils, composition books, toner for reproduction of prep materials for targeted students.

Parent (008) orientation handbook for parents


Technology (001) Laminator to prepare intervention materials.

Library (006)

Annual Cost:


Position % FTE or Hourly/Time Card Cost 4 teachers

[X] Title I 8500

LCFF--- 3400

Annual Cost 11,900



Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost Extra teacher hour for collaboration

[ ] [ ] [ ] LCFF--- 2000

Annual Cost 2,000



Teacher planning dates June 11 - 15, 2012. [ ] [ ] 1 x during extended learning session.

End of Extended Learning collaboration July 16, 2012

[ ] [ ] 1 day of collaboration

Teacher Collaboration for Core subject areas: Math, Science, English, Career Technology and Social Studies

[ ] [ ] 8 days of teacher

planning/collaboration for

2012-2013 school to support

beyond the bell support.

Annual Cost




ons Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Pre/Post test using standards based assessment [X] [X] [ ] [ ]

Standards Based Lesson Plans [X] [ ] [ ] [ ]

Extended Learning #1

(Before/After/Saturday School)

Summary of Costs



LCFF--- 3,400


Professional Development Total Expenditures: 2,000 Expenditures by Funding Source: LCFF--- 2,000





Student Programs

Attendance

Program to be used during the 2013 - 2014 school year:

Gompers will target assistance to pregnant minors, minor parents and students who are having difficulty attending the traditional Gompers program. Gompers will also develop incentive programs to support student success (i.e. attendance, credit recovery).

Description of the above Program:

Connect Ed – Continue to use this resource to keep parents informed of their child’s absences in a timely manner.

Continue implementing district policy regarding parental notification by mail for three unexcused absences, and when appropriate, make referral to the SARB Office.

Establish, publicize and implement a system of recognition and tangible rewards and incentives for students who attend all classes on a consistent basis.

Professional Development will include conferences and collaboration meetings.

Student conference to address at-risk behaviors that direclty affect attendance (TTT Conference).

[ ] 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):

[ ] This is a new Program this year.

Action steps to implement the Program:

By August we will Refine schedule and class availability

By Sept - Nov we will Assign students to appropriate class schedule and monitor attendance as it effects improving student academic performance. Principal and Independent studies teacher will attend conference to assist with compliance of independent studies program. By Dec - Jan we will Principal, Attendance Clerk, and Counselor will adopt 20 students with the poorest daily attendance to assist with attendance monitoring. Principal will hire Independent Studies teacher for Gompers site. Attendance recognition ceremony to highlight students with 70% + attendance and positive progress on credit recovery. By Feb we will Attendance recognition ceremony to highlight students with 70% + attendance and positive progress on credit recovery. Principal, Attendance Clerk, and Counselor will adopt 20 students with the poorest daily attendance to assist with attendance monitoring. By Mar - May we will (April) Principal, Attendance Clerk, and Counselor will adopt 20 students with the poorest daily attendance to assist with attendance monitoring. Principal and Attendance clerk to attend CASCWA state conference in San Francisco. Attendance recognition ceremony to highlight students with 70% + attendance and positive progress on credit recovery. By Jun we will Review disaggregated data from year and develop incentive plan for Fall 2011.



Program Specific for Student Use (001) Purchase attendance awards. Snacks for Attendance ceremony.

Parent (008) Parent conferences with Attendance Clerk, Principal and Interpreter


Technology (001)

Library (006)

Annual Cost:


Position % FTE or Hourly/Time Card Cost Annual Cost



Interpreter for Attendance Conferences [ ]

Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost CASCWA conference/ California Association of Supervisors of Child Welfare and Attendance membership and conference attendance

CASCWA [ ] [ ] [X]

Annual Cost



Attendance monitoring [ ] [X]

Teacher flags on non-attendees. Telephone contacts by teachers as needed

[X] [ ]

Assignment to SWAT [ ] [X]

Annual Cost




ons Connect Ed - automated service used to call home daily and inform parents of absences and/or community events

[ ] [X] [X]

Connect Ed - automated service used to inform parents of academic events

[X] [ ] [ ]

Parents to attend SWAT attendance meetings [X] [X] [X]

Annual Cost



9 - 12 High School TTT Conference @ UC Berkeley Clark Kerr

Inform students about the dangers of high-risk behaviors. Conference will aide in conflict resolution decision-making. Gompers high school has a high number of referrals and suspensions pertaining to Ed. Code Violations.

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Monthly attendance data collected via Powerschool [ ] [ ] [X] [X]

SWAT data [ ] [ ] [X] [X]

Attendance

Summary of Costs









Student Programs

Health and Safety

Programs to be used during the 2013 - 2014 school year:

Program Activity Tobacco Use Prevention Education (TUPE)

Safe and Drug-Free Schools (SDFS)

Conflict Mediation Conflict Mediation training will be provided to identified conflict mediators by the Bay Area PeaceKeepers. Students will become Peace Ambassadors on campus.

Other: High School TTT Conference Student conference to address at-risk behaviors that directly affect attendance, bullying, healthy relationships, marijuana use, youth violence prevention, and alcohol and drugs (TTT Conference).

Other: Skills For Success Wednesday Community Partners work with Gompers Student in Conflict Mediation, Career Awareness, Relationship Health, College Readiness, Gang Prevention, Drug Awareness/Prevention, Visual Arts, Sustainability/Health

[ ] 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):



By August we will continue safety practices. Collaborate with district and community agencies to provide services to our students

By Monthly we will Principal to attend district wide safety meeting. Principal to work with site safety staff on reviewing safety concerns and ways to improve challenges. This data will be provided to teachers during our monthly staff meeting. By on-going we will RPD SRO to provide Health and Safety instruction to targeted students who have displayed most at-risk behavior(s) as determined by teacher recommendation and/or education 48900 suspension reports. By we will

By we will

By we will



Program Specific for Student Use (001) Safety Information materials

Consumable materials about community services to give to students.

Parent (008)


Technology (001)

Library (006)

Annual Cost:


Position % FTE or Hourly/Time Card Cost 3 teachers to attend TTT Conference [X] Annual Cost



Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost CASCWA - Students attendance, safety and welfare

CASCWA [ ] [ ] [X]

TTT Conference Alameda COE [ ] [ ] [X] Annual Cost



Teachers provided Health and Safety Data updates during Monthly staff meeting

[ ] [X]

Annual Cost




ons Parents will be provided quarterly safety meetings beginning in January 2011.

[X] [X] [X]

Annual Cost



9-12 TTT Conference

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Meeting agenda and minutes/notes [ ] [ ] [X] [X]

Quarterly student feedback surveys as provided by the Leadership Class

[ ] [X] [ ] [X]

Health and Safety

Summary of Costs









Student Programs

School Climate #1


Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality in referrals and suspensions and increase the positive engagement of all students.


• Culturally Responsive engagement strategies will be used by all staff • Schoolwide Culturally Responsive ways of managing behavior and discipline will be implemented consistently across

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

levels.

In an attempt to address the disproportionality in our referral and suspension rates we will: 1. Help students focus on the importance of personal responsibilty 2. Teachers and staff will collaborate with parents concerning consequences for inappropriate behavior. 3. Continue to improve student engagement by using culturally responsive teaching strategies

[X] We have used this Program for 2 year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available):



By August - June we will Leadership offered as an elective course for 9-12 students

By August - June we will Students will be supported by 11 different agencies that have partnered with Gompers High School. Services will be provided on-site. By December - June we will Visit several colleges (i.e. CCC, Holy Names University, Cal State East Bay, SF Art Academy, Cordon Blue) to improve the college going culture at Gompers High School. Two parent meetings/conferences will be held to inform parents of Gompers programs. Counselor to assist with afterschool group meetings, afterschool phone banking, additional record keeping. Quarter 3 student assemblies (i.e. drumming, motivational speaking). Teachers to attend parent meetings. Students take the Healthy Kids/School Climate Survey. By December - June we will Awards ceremonies/recognitions for honor roll, gpa, and other student celebrations. Leadership teacher to attend character building workshop in Sacramento. By May we will Review of conflict Mediation program with Rhonda Haney. Principal to attend California Continuation Education Association conference. By on-going we will WASC Coordinator to support school climate and WASC visit. Teachers to provide additional support for parent/students involvement (i.e. home visits, review of transcripts, mentor meetings)



Program Specific for Student Use (001) Paper, ink cartridges for working photocopy machines

Student planners, notebooks, binder paper, writing supplies

Yearbook

Purchase of new photocopy machine in Teacher Work room

Recognition Awards.

Parent (008) Materials for parenting classes and information.

Professional Dev (024) Classified Staff and Certificated staff - on going professional development provided by service providers. Related materials for PD.

Technology (001)

Library (006) Material related to goal setting, college and career exploration

Annual Cost:


Position % FTE or Hourly/Time Card Cost School Counselor [X] Teachers attending parent meetings [X] Time Card Tchr substitutes [X] Annual Cost



Additional hours for classified staff WASC planning

[X]

Annual Cost


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

WASC [ ] [ ] [X]

WASC training WASC team [X] [ ] [ ] Teacher to participate in self-study visit

WASC [ ] [ ] [X]

Character and Leadership conference

Vendor [ ] [ ] [X]

[ ] [ ] [X] Annual Cost



WASC meetings held monthly [ ] [X]

Teachers attending parent meetings [ ] [ ] as needed

Annual Cost




ons Parent Volunteers for WASC self-study team [X] [X] [X]

Student Volunteers for WASC self-study team [X] [X] [X]

Parent meetings to cover various school topics [X] [X] [X]

Annual Cost



9-12 WASC self-study visit To introduce students to the WASC self-study process

9-12 TTT Conference at UC (alcohol, drug, bullying, & violence prevention)

prevention of alcohol and drug abuse as well as bullying and violence.

9-12 College Visits College Readiness Title I 2000

Annual Cost 2,000



9 - 12 Carolyn Brandy-Percussion teacher/Student Drum workshops

Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Relevant behavioral data as developed by school Analysis of student referral data. Student and parent participation in school improvement processes (WASC trainings)

[X] [ ] [ ] [X]

Logs of phone contacts [ ] [ ] [X] [X]

Continue communication with local agencies. Including health, Career and Law enforcement Communities

[ ] [ ] [X] [X]

Log of student attendance from programs offered on site.

[ ] [ ] [ ] [X]

Healthy Kids Survey/School Climate Survey [ ] [ ] [X] [ ]

School Climate #1

Summary of Costs









ACTION PLAN

OPTIONAL SPSA STRATEGIES FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement

Physical Education


Develop Physical education program to support limitations of outdoor/indoor space needed for a standard P.E. program. Staff will conduct Saturday Classes in P.E. including Health/Nutrition, Calisthenics, Kinesology.


Students provided assistance on developing an exercise program that will be compliant with the independent studies Physical Education Model.

[X] We have used this strategy for two (2) year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): Testing Data indicates that students are well prepared for state exams concerning physical capacity as measured by the state test for Grade 10 students. Monitoring analysis also indicates those students using Physical Education Waivers are completing their required work to meet the graduation requirements



By November 2013 we will Establish PE procedures for Saturday School using the Gompers site and the Greenway

By December 2013 we will work with Director of Physical Education to develop a physical education program that will support the limited outdoor space at Gompers High School By March 2014 we will Counselor to monitor PE logs and PE participation of Gompers High School students

By April 2014 we will Work with Director of Physical Education to prepare 9th grade students for state testing

By June - August 2014 we will Assess 2013-2014 Physical education program and make necessary adjustments and/or inclusions for 2014 - 2015 PE program. Revisit needs and space limitations with the Director of Physical Education. By we will



Program Specific for Student Use (001) Need facility to provide Physical education (physical) instruction.

Parent (008) Communication in Orientations for incoming students

Individual counseling with parents as needed

Professional Dev (024) Participate in training as available

Technology (001)

Library (006)

Annual Cost:


Position % FTE or Hourly/Time Card Cost Counseling hours to administrate alternative P.E. records (5 hrs)

[X]

Annual Cost



Annual Cost


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

As available [X] [ ] [ ]

Annual Cost



Annual Cost




ons Information communicated at intake orientations and mandated progress reports sent home about student progress

[ ] [X] [X]

Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Student P.E. Logs [ ] [X] [ ] [ ]

Physical Education

Summary of Costs









Student Achievement



Within an academic year, improve the visual appeal of the school's exterior. Continuing to build student skills to meet state mandated standards


Course content: Related murals painted in the courtyard and front of school; Organic Garden/Orchard Project on Greenway and in horse troughs on site. Murals along Richmond Greenway.




By On-going we will Guide students in the completion of the mural and garden projects and acquire appropriate materials

By On-going we will Through Mr. Hersh's Art class, coordinate the completion on the murals. By On-going we will Through Mrs. Borg's Urban Ecology class, coordinate the Greenway Project as well as integrate science instruction with Art instructional goals. By On-going we will Gompers Guerrilla Garden/Urban Ecology group to provide planter boxes, appropriate plants and foliage for the exterior curb side, campus and Greenway. By March thru June 2012 we will

Review site goals for instruction and establish new goals for spring including establishing a virtual Garden at our site. Evaluatue projects in collaboration with our art students and establish further exterior goals for the fall session. Students from Gompers will participate in the District Art Competition as well as other local Art Shows .

By we will



Program Specific for Student Use (001) Paints, brushes, tiles, glue, plants, planter boxes, soil, foliage, etc.

Parent (008) Volunteered time as available from parents and community organizations

Professional Dev (024) Training sessions as available. Particularly staff wants to build technical capacity to lead students to succeeding with Digital Art Projects

Technology (001)

Library (006)

Annual Cost:





Annual Cost


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

[X] [ ] [ ]

Annual Cost



Instructional Leadership Team meetings to address cross-curricular instructional opportunities

[X] [ ]

Planning for art classes to support instruction as well as support for visual projects involved with Service learning

[ ] [X]

Annual Cost




ons Assistance with projects [ ] [X] [X]

Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Social Science/Art class

Visual Projects for Site enhancement

[ ] [X] [X] [ ]

Collaboration between classes and Service Learning Projects

[ ] [X] [ ] [ ]


Summary of Costs









Student Achievement



Culturally Responsive Pedagogy


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


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

incorporating culturally responsive pedagogy into teaching and learning across the school

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

using culturally responsive approaches with students and other stakeholders

The specific strategy components are as follows: A. Standards will be posted in all classrooms. B. Teachers will use a variety of response types from classes.




By August 2013 we will All classrooms will have copies of California Standards. Teachers will participate in professional development focused on our districtwide Equity Initiative

By November 2013 we will

Share suspension and attendance data for Quarter 1. Continue to work with the Wright Institute on Restorative Justice Circles in all classrooms. Complete first schoolwide walkthrough

By November 2013 we will Staff to participate in training with the Wright Institute (School of Clinical Psychology) to address the support needed in the classrooms for our students that are disproportionally suspended. By January 2014 we will All staff to participate in culturally responsive training to address social emotional needs of students. Training aimed at addressing high truancy rate, suspension, and providing teachers with the tools to support student achievement. By February 2014- May 2014 we will All staff to participate in culturally responsive training to address social emotional needs of students. Training aimed at addressing high truancy rate, suspension, and providing teachers with the tools to support student achievement. District Equity Walkthrough #2

By May 2014 we will

Participate in a walk through evaluation with the district equity team and use the feedback to refine and adjust our practices to

improve student progress in our target areas

By June 2014 we will

Evaluate success of two focused strategies. Use this assessment to determine our staff support needs for the 2014-2015 school year.

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will



Program Specific for Student Use (001) Grade level standards, equity standards

Paper to make copies

Laminating materials for Circle Protocol posters

Parent (008)

Professional Dev (024) Training/Seminars in Restorative Justice Practices with Wright Institute

Technology (001)

Library (006)

Annual Cost:





Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost Equity Walkthrough Protocol process

Site staff [X] [ ] [ ]

Site Equity Walkthroughs

Site staff and Central office Evaluators

[X] [ ] [ ]

District provided Culturally Responsive training modules

Site staff, The Wright Institute

[X] [ ] [ ]

Annual Cost



Review, monitor and evaluate our implementation of the two (2) actions selected for implementation

[ ] [X]

Annual Cost




ons Site Council Input and distribution of resources based on student achievement data

[X] [X] [X]

Orientations for new students and parents on a quartely basis.

[ ] [X] [X]

Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Suspension rates by target groups

Disciplinary Data

[X] [ ] [X] [X]

Attendance rates

[X] [X] [X] [X]

Results of District Equity Walkthrough [ ] [X] [ ] [X]



Summary of Costs









Student Achievement

Special Education


Provide targeted instruction to special education students who have not passed the ELA and/or Math CAHSEE.


Provide CAHSEE intervention classes throughout the instructional day.

Provide CAHSEE Saturday intensives for the February, March, and May test administrations. Special education teacher to provide explicit direct instruction for students on their caseloads who have not passed the ELA and/or Math CAHSEE.

The case manager completes the annual IEP’s for each student. .

[X] We have used this strategy for four (4) year(s) and plan to continue the strategy this year because data shows (include findings from the SPSA Monitoring form where available): Data shows us that CAHSEE exit exam scores improved as RTI is becomes more imbedded in instructional practices.

We are building a bank of lessons that enable challenged students pathways to learning and higher performance. Using different strategies that address Kinesthetic/Visual/Oral learners needs as well.



By August we will have followed the inclusion model as mandated by District process

By On-going we will continue to encourage full inclusion instruction for special needs

By On-going we will Assess student progress and adjust practices. IEP progress will determine additional needs and/or progress to students. By January we will Provide first Saturday Intensive to our special education students who have not passed the CAHSEE By February we will Provide second Saturday intensive to our special education students who have not passed the CAHSEE

By April we will Provide third Saturday intensive to our special education students who have not passed the CAHSEE



Program Specific for Student Use (001) Revolution Prep licenses for students who have not passed the CAHSEE. Revolution Prep instructional materials for students who have not passed the CAHSEE

Alternative assessment procedures

Alternate copies of ELA materials at below grade level reading for student access to core curriculum.

Parent (008) Send home written notices highlighting the CAHSEE offerings for students with IEP's

Professional Dev (024) As provided by special needs office

Edusoft training provided by Laurie Roberts. This will help teachers access the CAHSEE data and tailor CAHSEE support specifically to the students needs.

Technology (001) Purchase appropriate software and technology resources to extend and enhance the curriculum and to support the CAHSEE intervention program.

Library (006)

Annual Cost:


Position % FTE or Hourly/Time Card Cost Teacher needed to provide CAHSEE (Saturday Intensive) instruction

[X]

Annual Cost



Annual Cost


Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost Edusoft training provided to special education teachers to access the CAHSEE achievement data


CAHSEE test administration

Genea Alexander [X] [ ] [ ]

Annual Cost



NSH and RSP teacher share information and exchange ideas; discuss program change and/or expansion. Work with General Education teachers on scaffolding lessons, pushing in or pulling out students who need individualized instruction.

[X] [ ]

Annual Cost




ons Annual Conferences with Parents for Individualized Education Plans

[X] [X] [X]

Parent Workshops for Semester 1 and Semester 2 [ ] [X] [X]

Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other Appropriate IEP practices are followed in all cases [X] [X] [X] [ ]

Manifestation hearings are held as needed [ ] [ ] [X] [ ]

School supports SST process as mandated [ ] [ ] [X] [ ]

Review of CAHSEE scores is ongoing to support student learning

[X] [X] [ ] [ ]

Special Education

Summary of Costs









Student Achievement







By we will

By we will

By we will

By we will

By we will

By we will



Program Specific for Student Use (001)

Parent (008)


Technology (001)

Library (006)

Annual Cost:





Annual Cost


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



Annual Cost




ons Annual Cost



Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other


Summary of Costs









Student Programs

School Climate #2

Program to be used during the 2013 - 2014 school year:

Student Support Programs to improve delivery of service to students and support our WASC goals.

Description of the above Program:

Gompers High School has created the following student programs for the 2011-2012 school year: School leadership/yearbook, Job Club, Lit Magazine, MESA, DROC, RYSE Center, Student Counseling services, Student Gang Intervention Services, Planned Parenthood seminars, and partnership with the Youth Services Bureau. Our specific strategy implementation includes: In an attempt to address the disproportionality in our referral and suspension rates we will:

1. Help students focus on the importance of personal responsibilty

2. Teachers and staff will collaborate with parents concerning consequences for inappropriate behavior. 3. Continue to improve student engagement by using culturally responsive teaching strategies

[X] We have used this Program for 1 year(s) and plan to continue the Program this year because data shows (include findings from the SPSA Monitoring form where available):



By August - ongoing we will

Provide all students with a seminar on Education 48900 to address situational appropriateness as it relates to conflicts with peers and adults. Parents are also provided an overview of Education 48900 during principal/parent orientations when enrolling.

By August - ongoing we will

Review suspension/referral data and seek alternatives to suspension to help change student behavior and increase the effectiveness of staff/student relationship. All teachers to participate in Fall Equity Walkthrough. Partnerships and agencies that will support situational appropriateness of all students.

By December we will Healthy Kids Survey/School Climate Survey administered to all staff, students, parents

By March we will teachers to participate in Spring Equity Walkthrough. Students to attend TTTC conference at UC Berkeley. By we will eley. By we will



Program Specific for Student Use (001) Walkthrough recording materials

Parent (008) paper, toner and other materials for parent letters

Professional Dev (024) Teacher related materials (i.e. journals, books) on culturally responsive teaching/culturally responsive engagement

Technology (001)

Library (006) Library resources/texts about culturally responsive teaching

Annual Cost:


Position % FTE or Hourly/Time Card Cost 10 teachers [X] 1 counselor [X] Annual Cost



Annual Cost


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

Principal [X] [ ] [ ]

[ ] [ ] [X] Annual Cost



Instructional Leadership Team to participate in Equity walkthroughs and compare walkthrough data. ILT to use research based strategies to improve the Culturally Responsive Teaching at Gompers High School.

[X] [X]

SST team to address behavioral/academic needs of students that have been referred.

[X] [ ]

Annual Cost




ons Information from orientation and counseling sessions

[X] [X] [X]

Individual concerns that pertain to individual students needs

[X] [ ] [ ]

Annual Cost



9-12 TTTC Conference for youth by youth Adolescent Brain Research: What It Says and How to Use It Bullying & Cyber Bullying

Comprehensive School Health Programs

Implementing High Quality Prevention Programs

Prescription and OTC Drug Use and Abuse

School Safety and Crisis Response

What to Do When Students Are Drunk or High In Class

Annual Cost



Annual Cost


Data Collected

Standards Base-


Program Embedded

Assessments Other suspension data [ ] [ ] [ ] [X]

referral data [ ] [ ] [ ] [X]

Equity Walkthroughs [X] [ ] [X] [ ]

Data from Youth Development program [ ] [ ] [ ] [X]

School Climate #2

Summary of Costs









Overall Budget Summary

Summary of Costs


T1 PI-- 600


T1 PI-- 150

LCFF--- 5,400

TitleII 1,750

Additional Classified Staff Total Expenditures: 2,520 Expenditures by Funding Source: Title I 1,020

LCFF--- 1,500

Professional Development Total Expenditures: 4,575 Expenditures by Funding Source: Title I 1,075

LCFF--- 3,500


Parent Involvement Total Expenditures: 703 Expenditures by Funding Source: Title I 703



Other Coordinated Services Total Expenditures: 500 Expenditures by Funding Source: Title I 500

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.

Other Coordination of Services Costs (materials, supplies)

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

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

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

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

Item Rationale Funding Source/Amount Miscellaneous Student Supplies Postage and supplies needed for

communications with parents and staff

School Wide Support Supplies Paper, student planners, toner, etc. for copiers supporting supplemental instruction for all students

Title I 500

School Wide Computer Upgrades

Computers needed on campus to support administrative and instructional needs.

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: See plan section(s) where applicable: Academic programs and Assessment Support programs

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

and how to monitor academic progress through the following activities: Counseling Processes (See plan section(s) where applicable:

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

performance as follows: See plan section(s) where applicable:

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

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

Pre School Transition –

Description of the above program:

The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten.

By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff,

and visit classrooms.

This transitional program

Promote continuity from preschool to kindergarten

Focus on family strengths and build collaborative relationships

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

Law, the following actions are taken:

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

readily available to homeless families.

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

homeless liaison.

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

training on the special needs of homeless children and youth.

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

site councils.

Title I Schools Only: Parent Involvement is supported through the development and maintenance of

1) school-level parent involvement policy - Revised on August 2011

2) parent-school compact - Revised on August 2011

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 2013 - 2014 this meeting is held on:

Aug/Sep initial orientation meetings The information distributed at the annual Title I meeting will be made available to all parents through the following activities:

Bulletins home. Connect Ed messages. District information sources We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning,

review and improvement of Title I programs.

Centralized Direct Services

Educational Services provides the following centralized direct services:

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

• Assistance in administering annual and initial CELDT

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

• English learner data analysis and reports for schools

• English learner parent education opportunities

• Identifying translators and interpreters to meet school needs

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

instructional methodologies appropriate for English learners

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

the school

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

• Graduate Tutors provided to support targeted Students.

• Additional FTEs for class size reduction for secondary ELD classes

• Key staff to provide academic support to students and parents to increase learning for ELs and students at risk

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