School Site Plan 12-13 - Merced Union High School District

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Merced

High School

205 West Olive Ave.

Merced, CA 95344


Home of Scholars and Champions

Country District School Code:

24
-
65789
-
2433605

Date of this revision:

October 17
th
, 2012

Date

District Governing Board
approved this revision


Superintendent:

V. Scott Scambray

Assistant Superintendents:

Leonard C. Kahn

Dr. Sandra Schiber

George Sziraki


The
Single Plan for Student Achievement

(SPSA) is a plan of actions to
raise the academic performance of all students to the level of
performance goals established under the California Academic
Performance Index. California
Education Code
sections 41507, 41572, and
64001 and the federal No Chil
d Left Behind Act (NCLB) require each
school to consolidate all school plans for programs funded through the
School and Library Improvement Block Grant, the Pupil Retention Block
Grant, the Consolidated Application, and NCLB Program Improvement
into the
Si
ngle Plan for Student Achievement
.


For additional information on school programs and how you may become
involved locally, please contact the following person:

S
ingle
P
lan for
S
tudent Achievement

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Table of Contents

School Vision and Mission


……………………………………………………………………………
.



3

Expected

School
-
wide Learning Results

………………………………………………………



4

School Goals and Strategic Plan for Improving Student Academic Achievement



5

School Site Council Membership and Meeting Dates

………………………………
.


63

English Learner Advisory Council Membership and Mee
ting Dates

………………
……


64

Recommendations and Assurances

……………………………………………………………………


65

Resources

…………………………
…………………………………………………………………………
.


67


Appendix A: School and Performance Data

………………………………………………………


67

Appendix B: Use of Resources


………………………………………………………………
.


78

Appendix C: Parent Involvement Policy and Parent Compact

………………….
.


80

Appendix D: Communications with Parents

………………………………………………………


82

Appendix E: Bylaws

………………
…………………………………………………………………………


83

Appendix F: Site Budget


……………………………………………………………………………


86




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School Vision and Mission

MHS Mission Statement



to

equip all students with the academic, vocational, and social skills
necessary to succeed in a dynamic society.


Merced High School’s mantra is “Pursuing Excellence in

the Home of Scholars and Champions.”
The expectation is that graduates will be productive citizens and socially skilled individuals who
communicate effectively and solve problems through creative and critical thinking. For over 100
years, Merced High Scho
ol has maintained a high standard for academic and co
-
curricular
excellence. This BEAR heritage continues to inspire the teachers and staff of MHS to maintain a
tradition of excellence. Together, with 126 certificated employees and 67 classified employees,

we make every effort to provide our students with a comprehensive program that develops
both mind and body, while ensuring a safe and secure environment where everyone can feel a
sense of “Bear pride” which is reflected throughout the community. At Merced

High, we are
committed to providing students with the best education possible to enable them to develop
the life skills required to be successful citizens of this new century.


Merced High School is a positive place for students, with a continuous desire

by all stakeholders
to improve the quality of our educational program. There is a commitment to providing
students with the best education possible. Creating access to a rigorous and relevant
curriculum, integrating technology into the classroom, utilizin
g research based instructional
practices, and making a personal connection with all students is the cornerstone of Merced
High School’s success.

Areas of focus include closing the achievement gap between all sub
-
groups, especially English
Learners, “at
-
ri
sk”,

and Special Education students. Specific school
-
wide goals include
increasing the passage rates on the Math and ELA CAHSEE, increasing the average daily
attendance, reducing alternative education transfers, enrolling/retaining students in the
Advanced

Placement courses who reflect the demographic profile of our student body, and
creating outreach programs between community/parents and our school. A primary focus is to
foster school
-
wide literacy.


Merced High School recently entered program improvement

for only meeting 25 of the 26
criteria as indicated by government educational guidelines. MHS’s Year 1 Program
Improvement status has resulted in a revision of the school site plan to cover a 2 year period.
According to the requirements, this plan will be

implemented promptly and with a high level of
fidelity.




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Expected School
-
wide Learning Results

All students at Merced High School will become…



Effective Communicators who will:

Read, write, speak and listen proficiently and critically

Express themselve
s through a variety of media, which may include art, music, dance,
theater, world language, and public speaking.

Acquire and evaluate data, organize and maintain information, and use technology to
process information.




Problem Solvers and Critical Thinkers

who will:

Independently identify problems, find solutions and evaluate consequences.

Evaluate academic standing to ensure educational progress.

Access and apply technology to solve problems and make decisions.




Productive citizens and Socially Skilled Ind
ividuals who will:

Contribute time, energy, and talents to improve their school, community, and world.

Develop and evaluate a personal career plan.

Practice positive employee qualities to support entry into a career field.

Show respect for the needs, opin
ions, and property of others.

Demonstrate the ability to work cooperatively with the people of diverse beliefs, values
and cultures.

Make choices that support healthy lifestyle.





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“We educate and empower all students to become

21st century learners, workers and citizens.”



Superintendent

V. Scott Scambray

Assistant Superintendents

Leonard Kahn

Sandra Schiber, Ed.D.

George S. Sziraki
, Jr., Ed.D.

Board of Trustees

Mike Carpenter

Dave Honey

Ida M. Johnson

Kurt Kollmann

Sam Spangler

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Merced Union High School District

MERCED HIGH SCHOOL
-

SINGLE PLAN FOR STUDENT
ACHIEVEMENT 2012
-
2013


1.

STRATEGIC GOAL: Establish Safe and Orderly Schools


OBJECTIVE:

Design, develop, implement, and evaluate a plan to ensure a secure learning environment and collaborative school culture.


PRIORITIES

Develop & Begin Implementation
of Comprehensive Drop
-
Out Prevention Plan for District & Sites within a Response to
Intervention model. Include personal mentoring component and community agency participation in all plans.


M
ERCED
H
IGH
S
CHOOL

SINGLE

PLAN

FOR

STUDENT

ACHIEVEMENT

2012
-
13

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Enhance implementation of Character Counts district
-
wide by contin
uing to develop anti
-
bullying and character
-
based
-
lessons.
Replicate successful site efforts district
-
wide. Strengthen site and community outreach.



Include attendance, truancy, graduation and drop
-
out rates in data analysis in plan development and imple
mentation. Analyze
data by demographics.



Continue to pilot drop
-
out prevention (Positive Deviance) program at MHS and share outcomes with other sites.



Increase student participation in community service and school activities. Empower students to become a
dvocates for their
school and their community. Effectively utilize the AERIES system to gather and manage co and extra
-
curricular data.

Implement Additional Components of Safe & Civil Schools



Continue to improve classroom instructional management skills
at all three levels of interventions and include positive behavioral
interventions & supports



Continue staff collaboration to standardize and consistently implement three
-
tier disciplinary referral system. Utilize District
Disciplinary Committee to identi
fy significant barriers to successful implementation and problem solving solutions.



Improve common area supervision skills of all staff members



Expand upon existing restorative justice models for disciplinary consequences, including refinement/enhancement

of
instruction/counseling provided through Anger Management Sessions & Response to Intervention instructional programs



Continue inter
-
agency collaboration with Merced County Mental Health and continue District Opportunity Center for drug &
alcohol offen
ses.



Continue collaboration with Law Enforcement in order to increase staff, student and parent gang
-
awareness. Establish
alternatives to suspension for gang
-
related behaviors.

Continue to Improve Emergency Readiness for all campuses and all District
Office sites



Continue Incident Command System (ICS), Alert, Lockdown, Inform, Counter, Evacuate (ALICE), training throughout the district.

Collaborate with law enforcement to implement ALICE with parents, students and the community. Improving quality and

quantity
of drills and exercises to be emphasized.



Continue to implement clean and safe campus initiatives at all campuses. Focus on both visual pollution (litter & dress code
) and
auditory pollution (profanity).

Continue to Improve Attendance



Continue
to coordinate administrators, attendance staff, health clerks, campus liaisons, nurses, counselors, child welfare &
attendance liaisons, and teachers in an effort to identify and support students who have excessive absences. Fully utilize g
eneral
parent o
utreach, SART, SARB, SST, IEP, Section 504 teams and Wellness Committees to identify individual/systemic barriers to
attendance in order to develop and deliver effective interventions to enhance attendance for all students.



Continue to more fully implement

"Every Student/Every Day" initiatives at all campuses and in the community, starting before the
school year begins. Regularly use Attention to Attendance data to guide implementation strategies. Incorporate with Response

to
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Intervention Model.



Continue t
o work with maintenance department, site custodial staff, Health Supervisor and Campus Supervisors to ensure
classrooms and restrooms are consistently clean and have adequate supplies to ensure cleanliness


DISTRICT ACTION PLAN

Site/DO

1.1


Administrative
Team, Character Counts, Instructional Coaches, BTSA, Activities Directors along with any other key site
personnel meet to develop and begin implementation of site
-
specific Drop
-
Out Prevention Plan. Plan must include
objective measures to assess level of s
uccessful implementation on an ongoing basis. At least one team member from
each school to act as Liaison with District
-
wide Drop
-
Out Prevention Team. Choice of personal
-
mentoring component
and community agency(s) participation to CWAS by October 2012.
Establish necessary components for all site
Response to Intervention models. Deliver mini
-
presentations, two per year, on harassment, bullying and Gangs.

Site/DO

1.2


Administrative Team review appropriate site
-
specific and District
-
wide on
-
going
disciplinary and May 2012 Healthy
Kids Survey data with all staff

to clarify rationale for implementation of Safe & Civil Schools. Utilize collaborative tools
provided through Foundation Series where necessary. Employ BTSA, Instructional Coaches and Psyc
hologist expertise
to provide leadership in this area. Link to and integrate with Response to Intervention models. Establish school motto,
1
-
5 common classroom rules and positive incentives for behaviors

Site/DO

1.3

All critical and leadership personne
l attend appropriate district
-
wide trainings as specified in Readiness for Emergency
Management for Schools (REMS) Grant.

Site Safe School Planning Committees fully implement seven
-
step safety planning process to fidelity and work
collaboratively with f
irst
-
responders to run required tabletops, drills and exercises. Utilize REMS Project Director to
facilitate site
-
specific safety
-
related activities. Incorporate adult safety and risk
-
management into all plans.

Site/DO


1.4

Administrative Teams to review appropriate A2A attendance data on an ongoing basis and utilize data to strategically
target at
-
risk groups and individuals for attendance intervention efforts. Data to be analyzed at the district, school,
significant subgro
up, classroom and individual levels and reported to all stakeholders in some capacity. Attendance
monitoring to begin from first day of school at all sites and continue on some basis throughout the year.

Site/DO


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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

1.1


Develop & Begin Implementation of Comprehensive Drop
-
Out Prevention Plan
for District & Sites within a Response to Intervention model. Include personal
mentoring component and community agency participation in all plans



Plan and hold a meeting with Administrative Team, Character Counts,
Instructional Coaches, BTSA, Activities Directors to develop and begin
implementation of site
-
specific Drop
-
Out Prevention Plan



Establish objective measures to assess level of successful
implementation on an
ongoing basis



Assign one team member Liaison with District
-
wide Drop
-
Out Prevention



Continue to develop, establish and implement necessary components for
Response to Intervention models



Plan and deliver mini
-
presentations (two per ye
ar) on harassment, bullying and
Gangs



Admin

Team


Student

Support


Guid

Division


Test &

Acct

Division

May

2013

General
Fund

n/a

1.2


Implement Additional Components of Safe & Civil Schools



Plan a faculty meeting for the purpose of reviewing appropriate
site and District
discipline data and the May 2012 Healthy Kids Survey data to clarify rationale for
implementation of Safe & Civil Schools (include additional staff collaboration
activities utilizing tools provided through the Foundation Series)

o

Employ
BTSA, Instructional Coaches and Psychologist expertise to
provide leadership in this area

o

Link to and integrate with Response to Intervention models

o

Establish school motto, 1
-
5 common classroom rules and positive
incentives for behaviors

Student

Support


TSA’s


May

2013

General
Fund

n/a

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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

Guid

Division


Test &

Acct

Division

1.3


Continue to Improve Emergency Readiness for all campuses and all District
Office sites



Appropriate admin members attend district
-
wide trainings as specified in REMS
Grant



Site Safe
School Planning Committees fully implement seven
-
step safety planning
process and work collaboratively with first
-
responders to run required drills and
exercises



Develop plans to utilize REMS Project Director to facilitate site
-
specific safety
-
related acti
vities



Incorporate adult safety and risk
-
management into all plans

Admin

Team


Student

Support


Test &

Acct

Division

May

2013

General
Fund

n/a

1.4


Continue to Improve Attendance




Review appropriate A2A attendance data on an ongoing basis and utilize data to

o

Strategically target at
-
risk groups and individuals for attendance
intervention efforts



Develop Data Report to be reported to stakeholders

Admin

Team


May

2013

General
Fund

n/a

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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

o

Analyzed at the district, school, significant subgroup, classroom and
individual levels

o

Attendance monitoring to beg
in from first day of school and continue
throughout the year

Student

Support

Test &

Acct

Division




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TARGETS

1.1




5% decrease in the number of students who drop out:



5% decrease in truancy:



5% decrease in bullying
incidents:



10% increase in number of students participating in activities:



5% increase in number of students completing community service hours:

1.2




5% decrease in number of student incidents:

1.

Dangerous student infractions:

2.

Weapons:

3.

Fighting/assault/battery:

4.

Drug and alcohol offenses:

5.

Gang
-
related behaviors:

6.

Bullying/threats total


based on:

o

Race/color:

o

Sexual orientation:

o

Disability:

7.

Vandalism:

8.

Classroom defiance:

9.

Minor classroom disruptions:

10.

Number of truancy days:

11.

Number of suspension days:

12.

Number of
expulsions

1.3



5% increase in number of students reporting safe at school per Healthy Kids Survey:



5% improvement in response time based on feedback from Fire and Police Departments:



Increase in the number of personnel who complete ICS & ALICE Training:

1.4



5% decrease in number of dress code violations:



1% improvement in cumulative ADA:



5% increase in ADA for the month of December:



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Merced Union High School District

MERCED HIGH SCHOOL
-

SINGLE PLAN FOR STUDENT ACHIEVEMENT 2012
-
2013


2.

STRATEGIC GOAL:
Curriculum and Instruction

Guarantee that all students (9
th

through adult) learn at high levels in academics.



PRIORITIES

All (Special Education, English Learner, African American, Latino) students will increase their academic performance in core
conten
t
areas.

Integrate literacy strategies daily into all disciplines using quick writes, explicit vocabulary instruction, graphic organiz
ers (Thinking
Maps) and student questioning strategies.

Assess writing a minimum of three times per school year using a common writing exam.

Increase the number of students who graduate from high school prepared for the demands of college and career readiness.

Increase CAHSEE pass/proficiency rates by
supporting strategic and intensive interventions through progress monitoring and diagnostic
exams.


Pilot the Common Core State Standards with the volunteer early adopters.

Administer performance task and assess with rubrics created by the early adopters of the Common Core State Standards.

Create course and unit organizers aligned to the common core state standards (content, literacy and college and career readin
ess).

E
ach teacher will (use the district format) create an individual professional development plan that monitors and documents the
ir own
professional learning.

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Data collected through instruction norm walk
-
throughs will be used to provide systematic professiona
l development in effective teaching
practices.

Reinforce, enhance and extend professional development for teachers, instructional coaches and administrators.

Lesson plans will contain the eight essential components for effective instruction and will continue to highlight implementat
ion of the
instructional norms.

Examine data from common assessments using the structured collaboration protocols and formulate a
n instructional response based on
the data.

Increase the percentage of English Learner students progressing toward and meeting proficiency in the English language.




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DISTRICT ACTION PLAN

Site/DO

2.1


Provide an appropriate grade
-
level, standards
-
based

curriculum and research
-
based, effective instructional
strategies for differentiating instruction to ensure equitable access to core content for all students
.

Site/DO

Site administrators, Collaboration Leaders and Instructional Coaches will provide
training in the use of the
structured collaboration protocol to create a common understanding of how to analyze data and create an
instructional response based on data/outcomes.

Site/DO

Analyze CST, CELDT, CAHSEE, AP and benchmark assessment results. Use the data analysis to plan and implement
improvement strategies based on identified strengths and weaknesses in the tested areas.

Site/DO

2.2


Provide a site
-
specific literacy plan for 2012
-
2013 that identifies professional development, implementation,
monitoring and follow
-
up required for site
-
wide implementation of identified literacy strategies.

Site/DO

2.3


Enter writing rubric scores into the School City achievement data system to determine student growth, remediation
and intervention needs as related to genre/grade level specific essays.

Site/DO

2.4


Promote enrollment into 2+2 articulated courses, Dual
Enrollment, and College Preparation Math courses.

Site/DO

2.5


Analyze results of CAHSEE diagnostic assessments, CAHSEE intervention classes and CAHSEE pass/proficiency rates
in order to provide on
-
going intervention/remediation to increase CAHSEE outcomes.


Site/DO

2.6


Provide on
-
going coaching, support and district
-
wide facilitated collaboration opportunities for early adopters.

Site/DO

2.7


Create an action research plan, success criteria and grading rubrics for early adopters of the Common Core State
Standards.

Site/DO

2.8


Create opportunities for early adopters of the Common Core State Standards to collaboratively create course and unit
or
ganizers aligned to the new standards.

Site/Do

2.9


Individual Professional Development Plans will be completed under the guidance of each teacher’s “cohort
administrator.”

Site

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2.10


Conduct a minimum of 20 classroom walk
-
throughs

per month (each administrator).

Site

Enter all walk
-
through data collected into the on
-
line T4S data collection system.

Site

2.11

Provide on
-
going, sustained professional development opportunities for staff at the site and district level.

Site/DO

Document all professional development, follow
-
up, coaching, etc. on the Individual Professional Development Plan
document.

Site

Differentiate professional development, based on teacher’s needs, at the site and district level.

Site/DO

Conduct quarterly professional development opportunities for all administrators. The professional development will
be offered at the end of the day and will be in lieu of a regularly scheduled meeting (Guidance, CSI, AA, Student
Support, etc.)

DO

2.
12

All sites will offer multiple professional development opportunities for teachers to learn, become comfortable with
and collaboratively create common lessons plans.

Site/DO

2.13

Staff will work collaboratively to examine various forms of data and answer the question, “Now what?” The
collaboration time will evolve into more of an instructional focus and less of a data focus.

Site

2.14

Provide professional development, coaching

and support for all teachers on differentiating strategies that are
effective with English Language Learners. Differentiated instruction is required in order to make content
comprehensible for all learners.

Site/DO




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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

2.1


All students will increase their academic performance in core content areas



Continue PD using grade
-
level, standards
-
based curriculum and research
-
based,
effective instructional strategies for differentiating instruction



Continue providing training

in the use of the structured collaboration protocol
and rubric assessment



Continue SLF trainings aimed at developing a common understanding of how to
analyze data and create an instructional response based on data/outcomes



Continue collaboration that anal
yzes CST, CELDT, CAHSEE, AP and benchmark
assessment results



Develop data analysis plans that implement improvement strategies based (on
identified strengths and weaknesses in the tested areas)



Funding permitting, continue summer academies in ELA and math
for identified
students.

Guidance

Division


Coaches

BTSA


SLF Team


ILT Team


Admin

Team

May

2013

3010

7090

7390

4023

(Subject Level
Fac.,
Instructional
Team Ldrs.,
Profe
ssional
Development,,
Supplies,
Transportation
)

$32,000

2.2


Integrate literacy
strategies daily into all disciplines using quick writes,
explicit vocabulary instruction, graphic organizers (Thinking Maps) and
student questioning strategies



Develop PD activities and continue PLC feedback for all content areas
establishing the
expectations to integrate two reading and two writing
strategies into daily classroom instruction

Guidance

Division

Coaches

BTSA

Admin

Team

May

2013

3010

7090

(Instructional
Coach)

$90,000



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

2.3


Assess writing a minimum of three times per school year using a common
writing exam



Facilitate assessments plan in order to measure student writing abilities (goal:
60% of students will score a 3 or higher on District’s writing benchmark exam)

Guidance

Division


Admin

Team


English
Dept

May

2013

General
Fund

n/a

2.4


Increase the number of students who graduate from high school prepared for
the demands of college and career readiness



Continue developing programs and opportunities for student
enrollment (goal:
increase by 10% the number of students enrolled in college prep math, CTE
courses, dual enrollment courses and 2+2 articulated courses)

Guidance

Division


Admin

Team

May

2013

General
Fund

n/a

2.5


Increase CAHSEE pass/proficiency rates by
supporting strategic and intensive
interventions through progress monitoring and diagnostic exams




Continue proper placement practices (schedule students into these programs
using identified criteria) for students needing strategic (CAHSEE support) and
int
ensive (Edge, Xtreme Reading) intervention



Purchase software for assisting teachers and students (CAHSEE classes) in
identifying the specific areas for remediation both for first time Sophomores
and those students who had previously failed.



Provide an i
ntervention (LEAP), for sophomores to better prepare for the
census administration of the CAHSEE in March 2013.

Guidance

Division

May

2013

7090

3010

4023

(CAHSEE
interventions
and software)

Te
achers to
provide
intervention

s
upport

$15000

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SCHOOL ACTION
PLAN

RESP

DUE

RES

FUND

2.7


Create course and unit organizers aligned to the common core state
standards
(content, literacy and college/career)



Continue efforts to create and align course and unit organizers to the CCSS


support district efforts?



Provide core areas to meet to better align curriculum and if possible attend
staff development activit
ies to support transition to the common core.

Guidance

Division


Admin

Team

May

2013

General
Fund



3010

n/a




$13000

2.8


Each teacher will create an individual professional development plan that
monitors and documents their own professional learning



Continue practice of individual PLC leadership that ensures 100% of teachers
will complete an Individual Professional Development Plan

Admin

Team

May

2013

General
Fund

n/a



2.6


Pilot the Common Core State Standards with the volunteer early adopters



Continue efforts moving forward with implementation of the Common Core
State Standards (CCSS)



Provide on
-
going support for collaboration, release time and other needs as
identified by the participating teachers

Guidance

Division


Coaches

BTSA


May

2013

General
Fund

n/a

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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

2.9


Data collected through instruction norm
walk
-
throughs will be used to
provide systematic professional development in effective teaching practices



Provide on
-
going, sustained professional development opportunities for staff



Develop plans to document all professional development, follow
-
up, coa
ching,
etc. on the Individual Professional Development Plan document using IPDP
Portfolios



Develop differentiated professional development, based on teacher’s needs
(using walk
-
through data, PLC interactions, and coaches/BTSA
recommendations)



Participate i
n quarterly professional development opportunities for all
administrators

Guidance

Division


Test &

Acct

Division


Coaches

BTSA


Admin

Team

May

2013

3010




(Professional
Development
and Supplies)


General
Fund

$5000






n/a






2.10


Reinforce, enhance and

extend professional development for teachers,
instructional coaches and administrators



Implement multiple professional development opportunities for teachers to
learn and become comfortable with and to collaboratively create common
lessons plans (based on

using walk
-
through data, PLC interactions, and
coaches/BTSA recommendations)



Through SLF trainings and feedback, develop expectation that collaboration
time should evolve into more of an instructional focus and less of a data focus.

Coaches

BTSA


Admin

Team

May

2013

3010

4090

4203

(Professional
Development
Supplie

and
Travel
)

$
10000


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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

2.11


Lesson plans will contain the eight essential components for effective
instruction and will continue to highlight implementation of the instructional
norms



Staff
development with Instructional Coaches will focus on developing
effective lesson plans including the 8 essentials identified by the district.



Continued focus on the inclusion of district instructional norms.


Guidance

Division


Coaches

BTSA


Admin

Team

May

2013

General
Fund


3010

(P
D

software,i.e.,
SPN
)

n/a

2.12


Examine data from common assessments using the structured collaboration
protocols and formulate an instructional response based on the data.



Plan and implement activities for staff to work collaboratively and examine
various forms of data and answer the question, “Now what?”

Guidance

Division


Coaches

BTSA


Admin

Team

May

2013

General
Fund

n/a



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

2.13


Increase the percentage of English Learner students progressing toward and
meeting proficiency in the English language



Continue developing and planning multiple professional development
opportunities for teachers to learn, become comfortable with and
colla
boratively create common lessons plans



Continue to provide professional development, coaching and support for all
teachers on differentiating strategies that are effective with English Language
Learners



A paraprofessional will be available to tutor stud
ents before, during and after
school.

Coaches

BTSA


Admin

Team

May

2013

7090

(Parapro
-
fessional)


3010

(Professional
Development
and supplies)

$50,000



$4000






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RESULTS



5% increase in students who reach PRO/ADV on the 2012 CST Data:

General Math

25%


ELA 9

65%


Earth Science

40%

Algebra I

33%


ELA 10

51%


Biology

56%

Geometry

29%


ELA 11

50%


Chemistry

45%

Algebra II

43%


World History

56%


Physics

67%

Summative Math

46%


US History

60%








100% of teachers in all content areas will integrate two
reading and two writing strategies into daily classroom instruction:



60% of students will score a 3 or higher on District’s writing benchmark exam:



Increase by 10% the number of students enrolled in college prep math, CTE courses, dual enrollment courses

and 2+2 articulated courses:



All sites will offer strategic (CAHSEE support) and intensive (Edge, Xtreme Reading) intervention programs and schedule stude
nts into
these programs using identified criteria:



100% of teachers who cast a vote of confidence
to move forward with implementation of the Common Core State Standards (CCSS) will
receive on
-
going support for collaboration release time and other needs as identified by the participating teachers:



100% of teachers who implement the Common Core State St
andards will administer an alternative benchmark exam that mirrors a CCSS
performance task:



Course and unit organizers will be created that align to the CCSS:



100% of teachers will complete an Individual Professional Development Plan:



All administrators

will conduct a minimum of 20 walk
-
throughs in their assigned cohorts and log the quantitative data collected into the
T4S on
-
line data disaggregation system:



Implement a tracking/accountability system for follow
-
up to District
-
sponsored professional deve
lopment:



All teachers who did not participate in lesson plan training during the 2011
-
2012 school year or 2012 Summer will participate in the
training:



Instructional coaches, Technology Integration Specialists (TIS), and BTSA mentors will provide site
-
ba
sed professional development that
enhances supports and supplements professional development provided at the district level:



100% of staff will work collaboratively to analyze data:




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Merced Union High School District

MERCED HIGH SCHOOL
-

SINGLE PLAN
FOR STUDENT ACHIEVEMENT 2012
-
2013



3.

STRATEGIC GOAL: Student Services

Create multiple pathways to student success.


OBJECTIVE:

Develop a systemic plan to increase and support post
-
secondary pathways to success, including: career exploration, awareness and
preparation; college course credit opportunities and increased enrollment in CTE and capstone ROP courses.


PRIORITIES

Ensure under represented student enrollment in Advanced Placement/honors courses is reflective of the demographic profile of
the
student population.

Grade 9
th

through 12
th

alternative option courses will be available in the on
-
line model. Review district adopted online learning program
assessment data, benchmark data and teacher anecdotal feedback in order to assess the effectiveness of the on
-
line program.

Fully implement

grade
-
level activities of the 6 year plan for college and career readiness. Plan will have elements of college and career
exploration, research, financial literacy and portfolio development at each grade level utilizing digital format for storage.

Ensure

recently developed Program of Study (POS) forms are used by counselors in the development of student course selection and
include parents in the process.

Fully communicate articulated 2+2 and dual credit course options to students, parents, staff and co
mmunity. The guidance staff will begin
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active recruitment of juniors and seniors to participate in these courses.

Implement AB1330 as approved by the Board. Include representatives of CTE courses, guidance, Educational Services and Human
Resources as imp
lementation will have an impact on other elective courses.

Establish one collaborative Link Learning cohort at each site.

Increase the role of the CTE Advisory Committee in developing and implementing a District Career Technical Education plan, ev
aluatin
g
current programs and reviewing Carl Perkins Grant funding requests.

Expand relationship with Merced College and Merced County Office of Education and establish business partnerships in order to

ensure
course offerings are in line with employment availab
le in our area.

Increase enrollment in work
-
related community classroom opportunities in the Merced County Office of Education Regional Occupation
Program (ROP).

Explore the use of student Intervention mentors to support the implementation of RTI.

Work
in collaboration with literacy coaches, site administration, counselors and support staff to ensure English Learners are
appropriately placed and monitored to maximize their opportunities to rapidly and effectively learn English as well as access

core clas
ses
and electives in order to maximize their opportunities as well as completing graduation requirements.



DISTRICT ACTION PLAN

Site/DO

3.1


Develop a plan to increase the enrollment of underrepresented groups and sustain the increased enrollment in
Advanced Placement classes.

Site/DO

3.2


Collect assessment data on each student enrolled in the on
-
line
high school

course offerings and compare the data to
students in the traditional instructional programs. Monitor numbers of students on track for graduation.

Site/DO

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3.3


Monitor implementation of 6 year plan ensuring grade level activities are identified and assign to

the department
responsible for implementation of the activity. The culminating activity/product is a portfolio reflective of four years
of future planning.

Site/DO

3.4


Develop a support binder for each counselor, guidance AP, CTE coordinator and career tech

with the following
documents; a copy of each Program of Study (POS), AB1330 legislation, list of articulated courses and flyer for each
articulated course. POS forms will be posted to the district website to allow counselors and students to create a
perso
nalized POS.

Site/DO

3.5


CTE teachers and counselors will use the Articulation brochure to inform parents of the benefits of articulated course
offerings. Articulated course teachers and counselors will have flyers to share with students demonstrating the
savings available by taking accessing articulation opportunities while in high school. Collaborate with Merced College
CTE Dean to coordinate a college visitation to CTE courses for junior students to increase enrollment.

Site/DO

3.6


Develop a committee to
oversee the implementation of AB 1330 with CTE courses meeting the district fine arts
requirement. Include representatives of CTE courses, guidance, Educational Services and Human Resources.

Site/DO

3.7


Use professional development resources to guide plannin
g and collaboration for creation of a Link Learning cohort
and potential pilot.

Site/DO

3.8


Seek site representation for CTE committee, develop opportunities for committee to visit each site and create
timeline for plan revisions. Post District Career
Technical Education on District website and ensure sites post their
Perkins plans on their sites.

Site/DO

3.9


Schedule quarterly meetings with Merced College CTE Dean and MCOE ROP coordinator to guarantee MUHSD staff
stays abreast of any curriculum change ne
cessary for implementation so students can be successful on
2+2

Articulated Credit exams (ACE).

Site/DO

3.10


Ed Services will work with Guidance APs and MCOE to ensure ROP course offerings meet the needs of students in a
sequence of courses which would increa
se enrollment in work
-
related community classroom opportunities in
through ROP.

Site/DO

3.11


Develop student Intervention Mentors to support the implementation of RTI as academic tutors in intervention
Site/DO

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courses, study hall, and tutorial and in the area of soci
alization. An extensive application and selection process shall
be developed and appropriate training provided by trained personnel. Talented and skilled mentors will result in
successful implementation of intervention components. Mentors may be used as ac
ademic tutors and in the area of
development of social skills. . Mentor roles will be defined by each campus defined by site data.

3.12


Ed Services will make EL guidance a standing item on AP Guidance monthly meetings in order to keep issues at
forefront of counseling. Fall Counselor meeting will have focus on EL monitoring techniques and documentation.

Site/DO


SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

3.1


Ensure under represented student enrollment in Advanced
Placement/honors courses is reflective
of the demographic profile of the
student population



Develop a plan to increase the enrollment of underrepresented groups(these
are?); develop a plan and evaluate how to sustain increased enrollment in
Advanced Placement classes



Increase AVID enrollments to raise the rigor and expectations for all students
to take AP courses.

Guid

Division


Admin

Team

May

2013

General
Fund





301
O

PSAT

n/a







$400



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

3.2


Fully implement grade
-
level
activities of the 6 year plan for college and
career readiness. Plan will have elements of college and career exploration,
research, financial literacy and portfolio development at each grade level
utilizing digital format for storage



Monitor implementatio
n of 6 year plan ensuring grade level activities are
identified and assign to the department responsible for implementation of the
activity



Plan and facilitate the senior activity/product (portfolio reflective of four years
of future planning)



Julie’s work
?

Guid

Division


May

2013

General
Fund

n/a

3.3


Ensure recently developed Program of Study (POS) forms are used by
counselors in the development of student course selection and include
parents in the process



Implement a support binder for each counselor,
guidance AP, CTE
coordinator and career tech with the following documents:

o

Copy of each Program of Study (POS)

o

AB1330 legislation

o

List of articulated courses and flyer for each articulated course.



Establish a method to post POS forms to the district websit
e to allow
counselors / students to create a personalized POS

Guid

Division


Admin

Team

May

2013

General
Fund

n/a



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|
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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

3.4


Fully communicate articulated 2+2 and dual credit course options to
students, parents, staff and
community. The guidance staff will begin active
recruitment of juniors and seniors to participate in these courses



Assist CTE teachers and counselors in the use of the Articulation brochure (to
inform parents of the benefits of articulated course offering
s)



Develop a campaign for articulated course teachers and counselors (create
flyers to share with students demonstrating the savings available by taking
accessing articulation opportunities while in high school)



Schedule and collaborate with Merced Coll
ege CTE Dean to coordinate a
college visitation to MC CTE courses for junior students in order to increase
enrollment in these option

Guid

Division


Admin

Team

May

2013

General
Fund

n/a

3.5


Implement AB1330 as approved by the Board. Include representatives
of
CTE courses, guidance, Educational Services and Human Resources as
implementation will have an impact on other elective courses



Participate on a committee to oversee the implementation of AB 1330 with
CTE courses (include representatives of CTE courses
, guidance, Educational
Services and Human Resources)

Guid

Division


Admin

Team

May

2013

General
Fund

n/a

3.6


Establish one collaborative Link Learning cohort at MHS



Develop a plan and approach for using professional development resources to
guide planning
and collaboration for creation of a Link Learning cohort and
potential pilot

Guid

Division


Admin

Team

May

2013

General
Fund

n/a



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

3.7


Increase the role of the CTE Advisory Committee in developing and
implementing a
District Career Technical Education plan, evaluating
current programs and reviewing Carl Perkins Grant funding requests



Identify site representation for a CTE committee



Develop opportunities for the committee to visit each site and create a
timeline for
plan revisions



Develop method to post MHS Career Technical Education plan on the District
website (ensure Perkins plans posted on website)

Guid

Division


Admin

Team

May

2013

General
Fund

n/a

3.8


Expand relationship with Merced College and Merced County
Office of
Education and establish business partnerships in order to ensure course
offerings are in line with employment available in our area



Schedule quarterly meetings with Merced College CTE Dean and MCOE ROP
coordinator in order that:

MUHSD staff stay
current with any curriculum changes necessary for
implementation (so students can be successful on Articulated Credit exams


ACE)


Guid

Division


Admin

Team

May

2013

General
Fund

n/a

3.9


AVID


continue to provide “students in the middle” at all grade levels with
supports and resources to advance toward a college/career path. This will
include college visits, structured expectations for work done in all courses
and tutors to assist with t
utorial programs. This will also include staff
development for those teachers participating in the AVID program.

Guid

Division


AVID
teachers


May
2013

3010

7090

4023

(tutors,
supplies and
professional
development)

$20500



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

3.10


Increase enrollment in work
-
related community classroom opportunities in
the Merced County Office of Education Regional Occupation Program (ROP)



Participate in the work that Ed Services will do with Guidance APs and MCOE
to ensure ROP course
offerings meet the needs of MHS students



Build knowledge capacity within the guidance and CTE staff on the sequence
of courses identified to increase enrollment in work
-
related community
classroom opportunities through ROP

Guid

Division


Admin

Team

May

201
3

General
Fund

n/a

3.11


Explore the use of student Intervention mentors to support the
implementation of RTI



Develop plans to identify Student Intervention Mentors who will serve as
academic tutors in interventions courses, study hall, tutorial and socialization
to support the implementation of RTI.



Develop an extensive application and selection process and appr
opriate
training provided by trained personnel

Guid

Division


Admin

Team


May

2013

General
Fund

n/a



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

3.12


Work in collaboration with literacy coaches, site administration, counselors
and support staff to ensure English
Learners are appropriately placed and
monitored to maximize their opportunities to rapidly and effectively learn
English as well as access core classes and electives in order to maximize
their opportunities as well as completing graduation requirements



Par
ticipate and contribute to Ed Services’ efforts at making EL guidance a
standing item on MHS Guidance collaboration meetings in order to keep
issues at forefront of counseling



Participate and contribute to Fall Counselor meetings that will focus on EL
mon
itoring techniques and documentation

Guid

Division


Admin

Team


Test &

Acct

Division


ELD
teachers

May

2013

General
Fund

n/a




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RESULTS

3.1




Advanced Placement courses: reflect enrollment of underrepresented students matching overall school demographics:



AP

Potential data: Utilize and give first priority to recruiting underrepresented students in AP courses:



At
-
risk AP students


Employ intervention strategies (i.e., AVID, tutoring, study groups, etc.) to provide support:

3.2




Enroll a minimum of 300 9
th

through 12
th

grade students in district adopted on
-
line high school programs (enrolled students will
complete 3,000 credits of remediation or advancement coursework):

3.3




6 Year College/Career Plan: Articulated plan in place:



Activities developed for each
grade level:



Portfolio product for all seniors:

3.4




Programs of Study documents are in full use by counselors, students and parents with complete understanding of the process:

3.5




Increase enrollment in all four departments: Agriculture, Arts & Communication,
Business, Family and Consumer Science, and
Industrial Technology by 2%:

3.6




All stakeholders aware of courses available for college credit opportunities:



A guidance recruitment plan in place:



A minimum of 1% of juniors and/or seniors at each comprehensive hi
gh school will successfully complete one or more articulated
or dual credit course(s):

3.7




AB1330 plan ready for implementation with courses identified for meeting the fine art requirement:

3.8




Cohort of teachers identified for Link Learning and collaborative
units designed

3.9




CTE Advisory Committee members identified:



CTE Plan created and implemented:



Carl Perkins Plans approved by Advisory Committee:

3.10




Merced College, MCOE and business partnerships


Increase number of students completing articulated courses
by 10%:



Develop a minimum of 3 business partnerships:



Increase number of students enrolled in ROP courses by 10%:

3.11




Mentors identified and trained. Intervention support opportunities designed and filled with mentoring students:

3.12




Federal Program Monitoring

results will reflect MUHSD is 80% compliant in all areas related to English Language Learners:




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Merced Union High School District

MERCED HIGH SCHOOL
-

SINGLE PLAN FOR STUDENT ACHIEVEMENT 2012
-
2013


4.

STRATEGIC GOAL: Student Services

Create/Provide
comprehensive Guidance Plan and Services.


OBJECTIVE

Design, develop, implement, evaluate, and improve a plan to create/provide comprehensive Guidance Plan and services to foster

student success.



PRIORITIES

Increase the number of students completing A
-
G requirements.

Increase the number of students completing end
-
of
-
course exams in 2+2 articulated classes.

Increase the number of students enrolled in dual enrollment courses offered in partnership wit
h Merced College.

All students will develop 6 year plans that include the technology standards required for graduation.


All incoming students will complete placement assessments (MDTP, Gates, and CELDT) and be scheduled into math, English, Engli
sh
L
anguage Development and Science according to the placement scores and district protocol.

All students enrolled in 9
th

grade will complete the CAHSEE Diagnostic Exam and be placed into CAHSEE math according to the placement
scores and district protocol.


All students currently enrolled in a Strategic English course will take an end
-
of
-
course assessment to determine placement for the next
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|
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school year.

All students identified as “at
-
risk” of academic failure will be referred to a counselor for on
-
going monitoring of academic progress and
intervention.

All sites will implement a Response to Intervention (RtI) model that requires remediation within the

course of the school day.

Students will have access to a variety of group and individual counseling opportunities that address identified needs and con
cerns that
may contribute to low student achievement.

Counselors will complete an Individual Profess
ional Development Plan to identify goals, action steps and outcomes for their own
professional learning.

The counseling department will access various resources to gather student data.

The counseling department guides an effective college and caree
r readiness program for students.


DISTRICT ACTION PLAN

Site/DO

4.1


Counselors will individually tag in Aeries, each graduating senior to indicate if they met A
-
G requirements.

Site

4.2


Associate Principals of Guidance monitors the number/percentage of students completing end
-
of
-
course exams in the
2+2 articulated courses. The data is to be shared with the Counseling Department with a goal to increase participation
every year.

Site

4.3


A
ssociate Principals of Guidance will work collaboratively with Merced College staff to establish recruitment dates,
timelines and processes for enrolling MUHSD students in dual enrollment courses.

Site/DO

4.4


Monitor and evaluate the quality, usefulness a
nd practicality of the 6 year plans for all students.

Site

4.5


Monitor and evaluate the placement of 9
th

grade students for accuracy of placement.

Site/DO

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4.6


Monitor and evaluate the placement of 10
th

grade students for accuracy of placement.

Site/DO

4.7


Monitor and evaluate the placement of all Strategic English students for accuracy of placement.

Site/DO

4.8


Develop and monitor a bi
-
weekly master schedule for Student Study Team meetings.

Site

Develop and train appropriate staff on the Student Study
Team process.

Site/DO

Counselors will monitor all students at risk of academic failure ensuring that interventions are assigned according to
student need, interventions are documented in Aeries and communication occurs with teachers, parents,
administrators, etc.

Site

The c
ounseling department will work with feeder schools to identify in
-
coming ninth grade students who are at
-
risk of
academic failure.

Site/DO

4.9


Board approval will be sought for any site making changes to their bell schedule in order to accommodate the RtI
model.

Site/DO

4.10


Each counselor will offer a minimum of five academic group counseling sessions per year and on
-
going opportunities
for individual counseling with at
-
risk students.

Site

4.11


Each counselor will complete an Individual Professional Development Plan.

Site

4.12


Data will be gathered from a variety of site and district resources to make data
-
driven decisions for students.

Site/DO

4.13


All students will have a 6 year plan, explore career technical education courses when feasible and take advantage of
every opportunity that can prepare them to be college and career ready.

Site






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|
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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

4.1


Increase the
number of students completing A
-
G requirement



Develop capacity and expectation that counselors will individually tag each
graduating senior to indicate if they met A
-
G requirements (in Aeries)

Guid

Division


Admin

Team

May

2013

General
Fund

n/a

4.2


Increase

the number of students completing end
-
of
-
course exams in 2+2
articulated classes



Associate Principal of Guidance will monitor the number/percentage of students
completing end
-
of
-
course exams in the 2+2 articulated courses



Regularly share data with the Cou
nseling Department with a goal to increase
participation every year

Guid

Division


Admin

Team

May

2013

General
Fund

n/a

4.3


Increase the number of students enrolled in dual enrollment courses offered in
partnership with Merced College



Associate Principal of
Guidance will work collaboratively with Merced College staff
to establish recruitment dates, timelines and processes for enrolling MUHSD
students in dual enrollment courses

Guid

Division


Admin

Team

May

2013

General
Fund

n/a



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

4.4


All students will develop 6 year plans that include the technology standards
required for graduation



Further develop, monitor and evaluate the quality, usefulness and practicality of the
6 year plans for all students

Guid

Division


Admin

Team

May

2013

General
Fund

n/a

4.5


All incoming students will complete placement assessments (MDTP, Gates,
CELDT) and be scheduled into math, English, English Language Development and
Science according to the placement scores and district protocol

Work with
feeder school district to assess and establish a method to effectively
place 9
th

grade students in appropriate courses upon entering MHS


Guid

Division


Admin

Team

May

2013

General
Fund

n/a



39

|
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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

4.6


All students enrolled
in 9
th

grade will complete

the CAHSEE Diagnostic Exam and
be placed into CAHSEE math according to the placement scores and district
protocol



Establish method to monitor and evaluate the placement of 10
th

grade students in
CAHSEE courses to support initial

success



Provide diagnostic software to properly identify the areas in which students need
intervention to inform instruction within the CAHSEE class and to provide
instructional support for teachers and students.

Guid

Division


Admin

Team


Test &

Acct

Di
vision

May

2013

General
Fund




7090

(Software
and
suppleis)

n/a





$
10000



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|
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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

4.7


All students currently enrolled in a Strategic English course will take an end
-
of
-
course assessment to determine placement for the next
school year



Establish method to monitor and evaluate the placement of all Strategic English
students for accuracy of placement.

Guid

Division


Admin

Team


Test &

Acct

Division

May

2013

General
Fund

n/a

4.8


All students identified as “at
-
risk” of academic
failure will be referred to a
counselor for on
-
going monitoring of academic progress and intervention



Develop and monitor a bi
-
weekly schedule for Student Study Team meetings



Develop and train appropriate staff on the Student Study Team process



Establish m
ethod to monitor all students at risk of academic failure ensuring that
interventions are assigned according to student need, documented in Aeries and
that appropriate communication occurs with teachers, parents, administrators



Establish method to enable t
he counseling department to work with feeder schools
to identify in
-
coming ninth grade students who are at
-
risk of academic failure

Guid

Division


Admin

Team

May

2013

General
Fund

n/a



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|
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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

4.9


MHS will implement a
Response to Intervention (RtI) model that requires
remediation within the course of the school day



Evaluate and analyze to effects of changing/modifying the current bell schedule to
provide a “within the school day” intervention program. (Board approval will need
to be sought for changes to their bell schedule to accommodate RtI model)





Guid

Divisio
n


Admin

Team


Student
Support
Division

May

2013

General
Fund

n/a

4.10


Students will have access to a variety of group and individual counseling
opportunities that address identified needs and concerns that may contribute to
low student achievement



Establish
method to enable each counselor to be able to offer a minimum of five
academic group counseling sessions per year and on
-
going opportunities for
increased individual counseling with at
-
risk students

Guid

Division


Admin

Team


Student
Support
Division

May

2013

General
Fund

n/a



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SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

4.11


Counselors will complete an Individual Professional Development Plan to identify
goals, action steps and outcomes for their own professional learning



Each counselor will complete an Individual Professional Development Plan.

Guid

Division



May

2013

General
Fund

n/a

4.12


The MHS counseling department will access various resources to gather student
achievement data



Establish method for guidance counselors to gather data from a variety of site and
district resources to assist in making data
-
driven decisions for students

Guid

Division


Admin

Team

May

2013

General
Fund

n/a

4.13


The MHS counseling department will guide
an effective college and career
readiness program for students



Establish method where all students will have a 6 year plan, explore career
technical education courses when feasible and take advantage of every opportunity
that can prepare students to be col
lege and career ready

Guid

Division


Admin

Team

May

2013

General
Fund

n/a




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|
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RESULTS

MET

4.1




Previous year’s CBEDS report: 3% increase in students completing A
-
G requirements overall and in each subgroup:


4.2




90% of 11/12
th

grade students enrolled in articulated 2+2 courses will take the end
-
of
-
course exam through Merced
College:


4.3




Enroll a minimum of 30 students in each dual enrollment course offered on a MUHSD campus:


4.4




100% of students will create a 6 year plan:


4.5




There will be a :8% correlation with placement criteria:


4.6




There will be a :8% correlation with placement criteria:


4.7




100% of students enrolled in Strategic English will take the Gates post
-
test and based on multiple measures of
assessment will be sch
eduled in the appropriate English classes based on District protocol:


4.8




Students receiving a D or F will decrease by 5% in all core subjects:


4.9




Students receiving a D or F will decrease by 5% in all core subjects:


4.10




Counseling departments will
conduct academic

group counseling sessions throughout the year with at least five students
enrolled in each session:


4.11




100% of counselors will complete an Individual Professional Development Plan that outlines their professional goals for
learning:


4.12




Weekly data
-
driven protocols developed and action plans are developed from data
-
driven collaboration sessions:


4.13




All students 9
-
12 will participate in career readiness activities:





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Merced Union High School District

MERCED HIGH SCHOOL
-

SINGLE PLAN
FOR STUDENT ACHIEVEMENT 2012
-
2013


5.

STRATEGIC GOAL: Personnel

Recruit, select, educate, and re
tain the highest quality staff.


OBJECTIVE:

Recruit, develop the capacity of and retain a highly qualified staff that is reflective of diverse student populatio
ns.


PRIORITIES

All core academic teachers will have EL authorizations.

Implement a coordinated Professional Development system that supports Professional Learning Communities and provides collabor
ative
time with a focus on Instruction.

Implement and
evaluate instruction improvement through district office/site administration partnership.

Utilize the semester exams for collaboration for discussion and to inform instruction.

Bi
-
monthly administrator and co
-
administrator training on instructional impr
ovement, evaluation and supervision.

Develop counselor and teacher capacity to train fellow staff members.

Meet NCLB requirements for highly qualified teachers.

Identify and mentor lead teachers and Associate Principals who can advance on the career
ladder in administration.

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Continue to explore incentives for employee performance.

Develop system for a Pay for Performance model.

Recruit and retain staff that reflects the demographics of the student population.

Determine co
-
administrative staff dev
elopment needs for improved instructional leadership.


DISTRICT ACTION PLAN

Site/DO

5.1


All teachers will have an identified action plan to identify steps to gain EL authorization status by May 2012.
Principals will monitor this at each site.

Site/DO

5.2


Provide bi
-
monthly administrator and co
-
administrator training on instructional improvement, evaluation and
supervision.

Site/DO

Implement and evaluate improvement of instruction through district office/site administration partnership.

Site/DO

Utilize
the benchmark exams as the focus for collaboration discussion and to inform instruction.

Site/DO

Principals will ensure that site co
-
administrators attend workshops designed to build capacity for expert
management of the contracts.

Site/DO

5.3


Monitor prog
ress towards becoming HQT for all teachers lacking said status.

Site/DO

5.4


Site Principals will identify teacher leaders and Associate Principals for capacity building in the area of leadership
in preparation for the assumption of leadership roles in the
District.

Site/DO

5.5


Develop expertise and begin collaborative conversations with union leadership.

Site/DO

5.6


Extend recruitment network and activities including attending job fairs in other areas.

Site/DO

5.7


New and returning administrative staff will be surveyed to determine staff development necessary to improve
Site/DO

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instructional leadership capacity. Staff development sessions will be provided based on areas of need identified.


SCHOOL ACTION PLAN

RESP

DUE

RES

FUND

5.1


All core academic teachers will have EL authorizations

All teachers will have an identified action plan to identify steps to gain EL authorization
status by May 2012

Admin

Team

May

2013

General
Fund

n/a

5.2


Meet NCLB requirements for highly
qualified teachers



Assist district efforts at monitoring progress towards becoming HQT for all
teachers lacking said status

Admin

Team

May

2013

General
Fund

n/a

5.3


Identify and mentor lead teachers and Associate Principals who can advance on
the career
ladder in administration



Establish a method whereby teacher leaders and Associate Principals can build their
capacity in the area of leadership in preparation for future assumption of leadership
roles in the District

Admin

Team

May

2013

General
Fund

n/a

5.4


Continue to explore incentives for employee performance; Develop system for a
Pay for Performance model



Possibly participate in developing expertise and begin collaborative conversations
with union leadership

Admin

Team

May

2013

General
Fund

n/a

5.5


Recruit and retain staff that reflects the demographics of the student population



Possibly participate in extending recruitment network and activities including
attending job fairs in other areas

Admin

Team

May

2013

General
Fund

n/a

5.6


Determine
co
-
administrative staff development needs for improved instructional
leadership



Participate fully in the new and returning administrative staff surveys to determine
staff development necessary to improve instructional leadership capacity (staff
Admin

Team


May

2013

General
Fund

n/a

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development

sessions will be provided based (BY?) on areas of need identified)

DO


RESULTS

MET

5.1




100% EL authorizations:


5.2




Instructional Norms training sessions I and II:


5.3




95% NCLB compliant:


5.4




Identify and build capacity
for leadership in five current employees:


5.5




Explore other performance
-
based models:


5.6




3% increase in non
-
white certificated staff:


5.7




All new and returning administrative staff will complete necessary training to improve instructional leadership
capacity:








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Merced Union High School District

MERCED HIGH SCHOOL
-

SINGLE PLAN FOR STUDENT ACHIEVEMENT 2012
-
2013


6.

STRATEGIC GOAL: Technology

Equip, educate, and support students and staff with appropriate technology.


OBJECTIVE:

Instruction
Utilizing Technology
: Maximize the use of technology to engage student learning and increase student achievement.


PRIORITIES

Build and maintain a network infrastructure that supports teaching and learning, for 21
st

century learners.

Provide professional development to equip staff with tools to help students meet National Education Technology Standards (NET
S) in
order for students to compete in the emerging global economy.

Provide training and support for teachers and administrators
to achieve technology standards/skills needed for increased productivity
and as facilitators of learning.


DISTRICT ACTION PLAN

Site/DO

6.1


Work with sites to transition from traditional computer labs to mobile

laptop

cart labs.

Site/DO

Track e
-
rate
application status and prepare to upgrade network infrastructure when e
-
rate VOIP project is approved.

DO

Work with HSN
-
CVIN to establish fiber connection to all sites (except LHS) to improve infrastructure backbone.

DO

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Upgrade AERIES server to handle online registration, course selection, and new parent portal tools.

DO

Provide online/cloud storage so students and staff can access
to

their files from any computer with an internet
connection.

Site/DO

Support virtual/on
-
line software and hardware needs.

Site/DO

Implement School Dude’s Maintenance, IT, and Facilities management system.

Site/DO

6.2


Provide awareness of National Education Technology Standards (NETS) as a graduation requirement and establi
sh
plan to meet NETS requirements starting with the class of 2015.

Site/DO

Continue with Cyber Safety curriculum, adding additional units for 10th and 11th grades.

Site/DO

Provide professional development to staff to prepare students to complete
projects that meet the Student Technology
Standards graduation requirement.

Site/DO

Train students to utilize cloud storage to back up their files.

Site/DO

6.3


Provide ongoing professional development activities embedding (NETS) into all curricular areas.

Site/DO

Provide professional development to support and increase the use of teacher web sites to give classroom instruction
an on
-
line presence.

Site/DO

Provide professional development, resources, and support to staff, to facilitate opportunities to develop engaging
technology lessons; to help staff transition to a more student
-
centered “hands
-
on” approach.

Site/DO

Provide staff development on the use
of on
-
line resources.

Site/DO

Go green by reducing printing at all sites.

Site/DO

Continue with SpeakUp and EdTechProfile survey.

Site/DO


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SCHOOL ACTION PLAN

RESP

DUE

COMP

FUND

6.1

Build and maintain a network infrastructure that supports teaching
and
learning, for 21
st

century learners



Work with district to transition from traditional computer labs to mobile

cart labs (district to establish roles/responsibilities)



Assist with tracking e
-
rate application status and preparing to upgrade
network infra
structure when e
-
rate VOIP project is approved (district to
establish roles/responsibilities)



Assist with HSN
-
CVIN to establish fiber connection to all sites to improve
infrastructure backbone (district to establish roles/responsibilities)



Assist with upgr
ading AERIES server to handle online registration, course
selection, and new parent portal tools (district to establish
roles/responsibilities)



Assist with providing online/cloud storage so students and staff can
access their files from any computer with a
n internet connection (district
to establish roles/responsibilities)



Assist with supporting virtual/on
-
line software and hardware needs
(district to establish roles/responsibilities)



Assist with implementing School Dude’s Maintenance, IT, and Facilities
ma
nagement system (district to establish roles/responsibilities)


Library/Media


Instructional

Coaches


Tech Support


District TIS


Business/Computer

Literacy staff


Admin

May

2013

General
Fund



3010

(supplies)

n/a




$1900


6