Communications with Parents/Students - Merced Union High School ...

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Country District School Code:

24
-
65789
-
2433605

Date of this revision:

December 15
th
, 2010

Date

District Governing Board
approved this revision

January 12
th
, 2010

Superintendent:

V. Scott Scambray

Deputy Superintendent:

Dr. Raynee J. Daley

Assistant Superintendents:

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 Child 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 Consolidat
ed Application, and NCLB Program Improvement
into the
Single Plan for Student Achievement
.


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


Contact Person:

John Olson

Position:

Principal

Phone Number:

209
-
385
-
6467

Email Address:

jolson@muhsd.k12.ca.us



Merced

High School

205 West Olive Ave.

Merced, CA 95344


Home of Scholars and Champions

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Table of Contents

School Vision and Mission

……………………………………………………………………………………..


3

Expected Schoolwide Learning Results


…………………………………………………………………………


4

School Goals and Strategic Plan for Improving Student Academic Achievement

…………


5

School Site Council Membership and Meeting Dates

…………………………………………
…….


38

English Learner Advisory Council Membership and Meeting Dates

……………………..


39

Recommendations and Assurances

…………………………………………………………………………


40

Resources

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


41


Appendix A: School and Performance Data

…………………
…………………………………………


41

Appendix B: Use of Resources

……………………………………………………………………………………..


52

Appendix C: Parent Involvement Policy and Parent Compact

………………………………….


54

Appendix D: Communications with Parents

……………………………………………………………


56

Appendix E: Bylaws


……………………………………………………………………………………………….


57

Appendix F: Site Budget

…………………………………………………………………………………….


60












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School Vision and Mission

Merced High School’s mantra is “Pursuing Excellence in the Home

of Scholars and Champions:
The

mission is to equip all students with the academic, vocational, and social skills necessary to
su
cceed in a dynamic society. The expectation is that

graduates will be productive citizens and
socially skilled individuals who communicate effectively and so
lve problems through creative
and critical thinking. For over 100 years, this BEAR heritage has continued to inspire the
teachers and staff of Me
rced High School to maintain a

tradition of excellence. Together, with
124 certificated employees and 67 clas
sified 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

com
munity. 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 was the first of five comprehensive high

schools to be established in the
Merced Union High School District. Founded in 1897 as a county high school, the school
maintains a high standard for academic and co
-
curricular excellence. Merced High School is a
positive place for students, with a cont
in
u
ous desire by all stakeholders to improve the quality
of o
ur 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 clas
sroom, utilizing research based instructional practices, and making a
personal connection with all students is the cornerstone of
Merced High School’s
success.

Areas of focus included closing the achievement gap between all sub
-
groups, especially English

Learners,
“at
-
risk”,

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 is a positiv
e place for students, with a continuous desire by all stakeholders to
improve the quality of our educational program. Merced High School recently entered program
improvement for only meeting 25 of the 26 criteria as indicated by government educational gui
delines.
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
-
wid
e Learning Results

All students at Merced High School will become…



Effective Communicators who will:

Read, write, speak and listen proficiently and critically

Express themselves through a variety of media, which may include art, music, dance,
theater, worl
d 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 conseque
nces.

Evaluate academic standing to ensure educational progress.

Access and apply technology to solve problems and make decisions.




Productive citizens and Socially Skilled Individuals who will:

Contribute time, energy, and talents to improve their school,

community, and world.

Develop and evaluate a personal career plan.

Pra
ctice positive employee qualiti
es to support entry into a career field.

Show respect for the needs, opinions, 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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School Goals and Strategic Plan for Improving Student Academic
Achievement

STRATEGIC GOAL 1.0:
Establish Safe and Orderly Schools

Provide a safe,
clean environment that promotes respect, fosters student learning, and supports a collaborative school culture.

OBJECTIVE 2010
-
2011:
Establish Safe and Orderly Schools

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

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

P1.1

Enhance Character Counts Action Plan



Integrate Character Counts principles
into Parent Resource Center (support
parents’ efforts to set clear
expectations for students)



Implement Character Counts action
plan (reference: K. Conley document
located on website and H:// drive)



Plan monthly Character Count Focus
Pillar presentations (collaboration,
department meetings, f
aculty
meetings)



Implement calendared Advisory
Lessons for classroom teachers
during freshmen advisory



Continue weekly email reminders
that include one practical strategy for
implementing character counts in the
classroom



Promote site’s Character Counts
we
bsite; encourage integration into
lesson objectives and
activities/lessons



Integrate Character Counts into
campus clubs and organizations and
encourage innovation in the
presentation of pillars to the entire
student body



Purchase additional Character
Counts Posters highlighting the six
pillars visible in each classroom



Continue to distribute
“Caught
Respecting the Campus”
wrist bands
to deserving students (investigate

Student

Services

Division


Kim

Conley


John

Olson


Nancy
Edmiston


Joyce
Harrison


Butch Seifert



Fall, 2010


General
Fund

N/A

N/A

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additional incentive
-
based rewards)



Create campaign for
Campus Care

challenge conduct
ed among all clubs
and activities

P1.2

Implement Positive Behaviors
Interventions & Supports

o

Plan and facilitate
committee/staff
meetings with the purpose of
developing a shared
-
understanding
of Level 1
-
3 offenses, the
consequences associated with each
level, and effective classroom
management techniques addressing
level 1
-
2

o

Continue regularly scheduled
meetings for
the purpose of carefully
implementing PBI&S



Student

Services

Division



Fall, 2010

General
Fund

N/A

N/A

P1.2

Organize and Distribute
Disruption/Defiance data



Organize data on a monthly basis;
share regularly with department
chairs to distribute data



Evaluate In
-
School Suspension room
staff member’s role in supporting the
management of classroom referrals



Communicate the developed
campaign that addresses appropriate
student behavior that is aligned with
Character Counts (staff and parents)


Student

Ser
vices

Division




Fall, 2010

General
Fund

N/A

N/A

P1.3

Response to Intervention Model

o

Establish site team to review current
disciplinary referral process and
suggest tiered Response to
Intervention model (include BTSA
mentors and/or PBIS and
instructional coaches on team)

o

Make recommendation for district
-
wide plan


Student

Services

Divisio
n



Fall, 2010

General
Fund

N/A

N/A

P1.4

Expand Anger Management
implementation



Guidance department personnel will
provide workshops; establish regular
schedule of workshops throughout
the school year (consider frequency

Guidance

Services


Fall, 2010

General
Fund

N/A

N/A

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of sessions and the possibility
of
over
-
lap)



Guidance department to collaborate
and develop criteria for non
-
offending student placement



Student Services division monitors
completion status of offending
students required to complete Anger
Management

Division


Jon

Schaefer

P1.5

RAFT Educational and Intervention
services



Guidance department to collaborate
and develop criteria for non
-
offending student placement



Student Services division monitors
completion status of offending
students required to complete RAFT
Educational and Intervention
services


Guidance

Services

Division




Fall, 2010

General
Fund

N/A

N/A

P1.6

Cell Phone Usage and Safety Concerns

o

Select site representatives to serve on
district task
-
force to study cell phone
usage and safety concerns.

o

Establish mechanism to gather
information from site and a means of
reporting


Student

Services

Division



Fall, 2010

General
Fund

N/A

N/A

P1.7

School community’s support for
maintaining a clean and safe campus



Establish programs that includes
rewards
-
based incentives in the
following areas:

o

Appropriate student
behavior demonstrated at all
times (i.e., responding
during a fight)

o

Student actions as

related to
trash and cleanliness
before/after school, and
during nutrition break and
lunch time

o

Reduction in vandalism and
graffiti

o

Reduction of truancies and
tardies



Clear communication plan for school

Admin

Team


Guidance

Services

Division


S
tudent

Services


Fall, 2010

General
Fund

N/A

N/A

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community

Division


P1.8

Implement Alert Lockdown Inform
Counter Evaluate (ALICE) Procedures

o

Participate in district
-
sponsored
work groups developing and
implementing ALICE procedures

o

Communicate feedback forms for
drills and exercises (evacuation and
lock
-
down drills)

o

Evaluate elements of School Safety
Plan that identifies essential
feedback criteria



Establish schedule of drills and
communicate with local emergency
service agencies


Student

Services

Division


Joyce

Harrison


Fall, 2010

General
Fund

N/A

N/A

P1.9

Gang Awareness Campaign

o

Plan and make arrangements for
gang
-
awareness presentations to staff
and parents (target: at least one
presentation for parents and one for
staff members)

o

Provide formal evaluative
information to CWAS



General
Fund

N/A

N/A

P1.10

Refine and Improve SART and SARB
Panels



Continue practice of dialers sent out
each period to notify parents of both
tardies and absences



Require counselor conference for all
students with 4 or more tardies

and/or 2 or more truancies



Parent notification via letter for each
step truant



Establish a Parent Contact Protocol



Develop SART Worksheets with
reflective goal setting completed
with counselor for 2
nd

Step Truants



Communicate role descriptions for
SART Te
am Members


Student

Services

Division



Fall, 2010

General
Fund

N/A

N/A

P1.11

“Every Student Every Day” campaign




Plan and implement additional

Every Bear Counts
” substantive
contacts opportunities for all

Student


Fall, 2010

General
Fund

N/A

N/A

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students



Completion of daily call lists to
verify absences



Celebration of weekly and quarterly
perfect attendance with incentives
(incorporate into Renaissance
program; investigate additional
rewards
-
based activities)

Services

Division

P1.12

AERIES Codes
and CALPADS



Participate and provide feedback to
CWAS Administration and AERIES
Technology Specialist; work with
Data Management Team and data
entry staff on developing standards
for each AERIES field (codes will be
revised to support to gathering of
necess
ary data)



Participate in district
-
sponsored
training sessions for administrative
and classified users of the student
information system


Admin

Team


Jon

Schaefer



Fall, 2010

General
Fund

N/A

N/A

P1.13

Positive Deviance Coordination



Teacher leaders and
administration
to evaluate to determine if current
efforts have been effective



Establish stipends for staff to
facilitate group sessions involving
positive deviant students and
identified students needing support



Implement student profile approach
to ident
ifying potential students
needing support



Comparative collection of drop out
data and trends for the past three
years quantified and analyzed



Student culture survey administered
to all students



Increase participation of positively
deviant students



Increase
d community and parent
participation at school events (Back
to School Night, Spring Open
House)



Evaluate sustainability of the
Positive Deviance Initiative.


Student

Services

Division


Guidance

Services

Division



Anthony

Johnson


Fall, 2010

General
Fund

N/A

N/A

P1.14

Day Reporting Center



Investigate the possibility of


General
Fund

N/A

N/A

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establishing Day Reporting Center
for students who have been issued a
home suspension



Establish procedures for identifying
appropriate student placement into
reporting center rather than
home
suspension

Student

Services

Division


Fall, 2010

P1.15

Community Service Documentation



Plan and implement Junior
Achievement (JA)
-

arrange for and
facilitate curricular activities and
student classroom opportunities to
develop

work readiness,
entrepreneurship and financial
literacy


possible community
service hours



Plan and arrange for student
involvement with MCCCC (student
reporters featured locally promoting
positive aspects of county


possible
community service hours)



Wor
k with CWAS to standardize
documentation of community service
hours and activity participation



Continue current practice; evaluate
consistency of approved service
opportunities


Guidance

Services

Division



Fall, 2010

General
Fund

N/A

N/A

P1.16

Absences
due to Medical/Illness



Site to participate in developing a
plan to increase the number of
contacts with family and student who
has large number of absences due to
illness and medical.



Incorporate support services in
Parent Resource Center that will
provid
e services or direct parents to
services which will improve student
health and decrease the number of
absences due to illness and medical
reasons


Student

Services

Division


Guidance

Services

Division


Fall, 2010

General
Fund

N/A

N/A

P1.17

Safe and Clean
Facilities



Develop and implement a schedule
to ensure restrooms are checked
frequently for supplies and
vandalism in order to maintain a

Student

Services


Fall, 2010

General
Fund

N/A

N/A

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facility where students feel safe and
clean.



Consistent monitoring to ensure
classrooms have the necessary
supplies to

keep desks clean

Division

P1.18

Saturday School



Schedule additional sessions of
Saturday school (determine support
staff necessary)



Increase the use of Saturday school
as a consequence for truancy, 90%
attendance violations and other
disciplinary incidents


Student

Services

Division


Fall, 2010




P1.19

Wellness Committee



Review current Wellness Committee
site membership



Expand if necessary to include all
stakeholders (parents, community
organizations


Building Healthy
Communities, Active Parenting)



Develop written action plan to meet
established goals



Participate on additional wellness
professional development activities
to increase shared understanding of
addressing necessary wellness issues


Student

Services

Division


Guidance

Services

Division



Fall, 2010

General
Fund

N/A

N/A










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STRATEGIC GOAL 2.0: Curriculum and Instruction

Guarantee that all students (9th through adult) learn at high levels in academics.

OBJECTIVE 2010
-
2011: Curriculum
and Instruction

Design, develop, implement, evaluate, and improve the standards
-
based course curricula.

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

P1.1

Provide appropriate Grade
-
Level and
Standards
-
Based curriculum and
materials



Site administrators and lead teachers
participate and attend all district
-
lead
meetings aimed at providing
appropriate grade
-
level and
standards
-
based curriculum and
materials, l
eveled instruction and
assessments to monitor student
progress



Complete regularly scheduled
meeting updates with Instructional
Coaches, Technology Integration
Specialists, EL Coach and
Specialized Academic Instructors in
order to evaluate instructional
pro
gram



Continue to analyze District and Site
CST results with District Office
guidance



Schedule and complete weekly
meetings with instructional
leadership team, instructional
coaches, TIS and BTSA mentor to
plan and implement improvement
strategies involving

incorporating
instructional norms into daily
instruction based on identified
strengths and weaknesses on the
ELA, Math, Science, and History
benchmark results and Coaching to
Benefit Instruction feedback..


Guidance

Services

Division


John

Olson


Jon

Scha
efer



Fall,

2010

General
Fund

N/A

N/A

P1.1

AERIES and School City Data



Design PLC/Collaboration activities
that utilize AERIES and School City
data management platform


Guidance


Fall,

General
Fund

N/A

N/A

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Provide aggregated and
disaggregated student data reports to
teachers; aggregated and
disaggregated student data reports by
classroom



Utilize PLC/Collaboration protocol
to evaluate instructional program
(completed protocols collected bi
-
weekly and reviewe
d by
instructional leadership team; review
lesson plans and reflective teaching
comments for the purpose of
developing professional
development activities based on
areas of need observed)

Services

Division


Jon

Schaefer


2010

P1.2

Provide training to teachers in core areas
of ELA, Science, Social Science, and math
on understanding and using data to
improve instruction.

• Utilize instructional coaches to facilitate
data analysis activities

• Establishing
PLC/Collaboration activities
that analyze student data and determine
appropriate approach to re
-
teach concepts
(i.e., establish approaches to re
-
teach that are
timely and based on data analysis)

• Establishing PLC/Collaboration activities
that analyze stud
ent data and develop
intervention strategies (i.e.
after
-
school
tutorial
,
peer tutor
,

AP seminars


nights and
weekends, etc.)

Guidance

Services

Division


Jon

Schaefer

Jun
-
11

3010,
7091,

Tutorial
Services:
(Tutorial
Coordina
tors (2),
Transport
ation, &
Col
lege
Tutors.

$30,500

P1.3

P1.4

Integrating Writing Skills into All
Disciplines



Develop collaboration activities and
instructional support services for
school
-
wide implementation of
writing in all disciplines



Through Coaching to Benefit
Instruction
feedback, admin team
and instructional leadership team
will monitor the integration of
writing skills in all disciplines; based
on feedback, professional
development activities to be planned
addressing areas on need involving
integrating writing



Enter writ
ing rubric scores into the

Guidance

Services

Division


John

Olson


Fall,

2010

General
Fund

N/A

N/A

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School City achievement data
system to determine student growth,
remediation and intervention needs.

P1.5

Instructional Norm Coaching

• Identify
remaining appropriate staff
members to participate in Professional
Development and IN 1

• Coordinate staff member participation in
Professional Development and IN 2

• Establish focus areas of IN 1
-
2 that is
supported through instructional coaching

• Establ
ish and schedule PLC/Collaboration
activities that showcases best practices
involving IN 1
-
2

Guidance

Services

Division


John

Olson


Jon

Schaefer



7090

Instructio
nal
Coach
(1)

$90,000

P1.6

College Preparation Math



Promote enrollment into College
Preparation Math courses for seniors
who are college
-
bound



Establish student profile and
procedures to identify students



Identify staffing needs based on
student participation


Guidance

Services

Division


Jon

Schaefer


Fall,

2010

General
Fund

N/A

N/A

P1.7

Site California Standards Tests (CST)
Results

• Establish school
-
wide application to
analyze CST results (by counseling for
placement purposes, by subject level/areas,
for instructional purposes, and an awareness
campaign for students, parents /staff
rega
rding student achievement on CST)

Guidance & Counseling (data
interpretation to enable proper placement
of students)

• Develop clear placement protocols for
placement into remediation programs

• Organize achievement data for placement
purposes

• Identify
proper multiple measures and
develop analysis activities for placement
purposes

Guidance

Services

Division


John

Olson


Jon

Schaefer

Jun
-
11

3010

Math (5
sections),
English
(8
sections),
Social
Studies
(1
section),
Science
(1
section).

$270,000

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• Supplement academic sections in English,
Mathematics, Social Studies, and Science to
reduce class size in intervention courses in
order to enhance instruction for underserved

populations of students.

P1.7

Embedded literacy strategies (FBB and
BB levels on the
CSTs)



Establish proper placement
procedures to ensure students FBB
and BB are in intensive and strategic
remediation



Evaluate correlation between
placement and student achievement
growth



Develop PLC/Collaboration
activities that analyze student
assessment
results, grade marks, and
achievement for student in Intensive
or Strategic remediation program


Guidance

Services

Division


John

Olson


Jon

Schaefer

Fall,

2010

General
Fund

N/A

N/A

P1.8

CAHSEE Interventions

• Analyze results of CAHSEE benchmarks


Develop and provide
on
-
going intervention

as a proactive approach to increasing
CAHSEE outcomes

• Rearrange Algebra Readiness students after
2nd quarter Benchmark exam


identify
accelerated population and remediation
population (proactive development
CAHS
EE)


Guidance

Services

Division


John

Olson

Jun
-
11

3010,
7091

Supplem
ental
Math &
Languag
e
Interventi
on
Software,
Project
LEAP,
Summer
Interventi
on
.

$8,500

P1.9

100% implementation of common
benchmark assessments.

• Utilize district
-
developed map
as a guide to
establish the subject areas that align with
common benchmark assessments

• Evaluate operational plans for full
implementation of common assessment
benchmarks; adjust as necessary

Testing

Division


Anthony

Johnson

Jun
-
11

3010

Subject
Level
Facilitato
rs (16),
additiona
l
collabora
tion &
$28,000

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Develop operational plans to facilitate
reflective activities

on the results (recording
the results)


Offer opportunities for creation and
revision of formative assessments.


professio
nal
develop
ment

P1.10

Instructional Pacing Guide Calendar
(essential standards developed on Course
and Unit Organizers)



Provide additional Synergy Training
sessions



Communicate and require staff
participation in the development of
additi
onal Course and Unit
Organizers as determined by
Educational Services Division



Monitor through coaching to benefit
instruction and walk
-
thru data



Further identifying and train core
teachers



Develop PLC/Collaboration
activities to align pacing
guide/calendars with course
organizers


Guidance

Services

Division


John

Olson


Jon

Schaefer



Fall,

2010

General
Fund

N/A

N/A

P1.11

Implementation of Instructional Norms


Continue
Instructional Norms leadership by
Instructional Leadership Team

(explain
process of development and evaluation of
additional criteria)

• Develop calibration activities that attempt
to provide consistent and meaningful
feedback through walk
-
thru data

• Utilize norms and criteria as “common
language” regarding all areas

of
PLC/collaboration and coaching to benefit
instruction

• Establish monthly focus norms and identify
staff that are demonstrating implementation
at the levels of fidelity. Showcase strategies
and techniques at monthly faculty meetings
to promote the use

of essential criteria
contained within the focused instructional
norms area

Guidance

Services

Division


John

Olson


Jon

Schaefer

Jun
-
11

7091

Instructio
nal
Leadersh
ip Team
(10)

$10,000

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P1.12

Provide training and implement strategies
focused on Instructio
nal Norms

• Integrate into Yearly Educational
Objectives approach for teachers
(measureable lesson objectives developed)

• Focus of PLC/Collaboration activity,
including model lesson and best practices
demonstrated by lead teachers and coaches

• Develop ag
enda items for faculty meeting
showcases

• Integrate into Coaching to Benefit
Instruction forms and communicate results

• Utilize Instructional Coaches, Technology
Integration Specialists, EL Coach and
Specialized Academic Instructors for
collaboration act
ivities and/or faculty
showcases

Guidance

Services

Division


John

Olson


Jon

Schaefer

Jun
-
11

General
Fund

Instructio
nal
Coach
(1)

N/A

P1.13

Purposeful Planning



Monitor and evaluate the
implementation of the planning
template



Develop support program
through
Instructional Resource Center
(Instructional Coaches, BTSA, TIS
and EL demonstration model)
supporting purposeful planning
utilizing electronic resources


Guidance

Services

Division


John

Olson


Fall,

2010

General
Fund

N/A

N/A

P1.14

Implementation

of district
-
wide common
processes for analyzing data in a
professional learning community



Participate in the development of
common
-
wide district processes



Develop PLC/Collaboration
activities for data analysis by
department and subject level



Develop a pro
cedure to collect
common protocol relating to
PLC/Collaboration activities



Disperse and analyze data to subject
level facilitators (individual and
subject level data reports)

Professional Learning Community (PLC)

Guidance

Services

Division


John

Olson



Fall,

2010

General
Fund

N/A

N/A

18

|
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Protocol



Further develop an articulated
P
rofessional Learning Community
(PLC) model and appropriate
collaboration protocol to be
implemented during the prescribed
collaboration time

Jon

Schaefer


P1.15

Coaching and support for core area
teachers (including EL and Special
Education populations)

• Utilize EL coach to support the
development of appropriate differentiating
strategies through the development of a
Demonstration Classroom Model

• Evaluate log
sheets for frequency of teacher
visits

• Schedule targeted demonstrations for
identified staff involving SDAIE strategies
and implementation of instructional norms

• Utilize SAIs to support the development of
appropriate differentiating strategies

• Facili
tate PLC/Collaboration activities
surrounding differentiating strategies

• Through the use of an EL
-
Designated
demonstration classroom model, establish
awareness for SDAIE strategies for English
Learners and appropriate accommodations
and/or
modifications
for Special Ed students


Use Bilingual Community Liaisons (2) to
support communication and tasks associated
with increasing the transition and
reclassification of EL students
.



Guidance

Services

Division


John

Olson


Jon

Schaefer

Jun
-
11

3010,
4203,
7390,
7091

EL
Advisor/
Instructio
nal
Coach (2
sections),
Classifie
d Staff:
(1) para
-
professio
nal & (2)
communi
ty
liaisons.

$186,000

P1.15

Coaching to Benefit Instruction

• Implement and evaluate instructional
coaching model (Specialized Academic
Instructor, EL Advisor, Instructional Coach,
BTSA Support, and Technology Integration
Specialist) through activity log sheets,
effective coaching sessions involving
instructional norms implementation

• Communicate focus of Instructional
Resource Center (av
ailable coaching
opportunities) to assist teachers in

Guidance

Services

Division


John

Olson


Jon

Schaefer

Jun
-
11

General
Fund

N/A

N/A

19

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differentiating instruction; developing
instructional lesson plans that include
Instructional Norms

• Complete administrative calibration
activities to develop consistent and timely
feedback through the

walk
-
through process;
design effective method of providing
feedback

Specially Designed Academic Instruction
in English (SDAIE)

• Development and assessment of daily
language objective.

• Focus of Professional Development (EDI 1
-
2)

• Design system of prov
iding walk
-
thru data,
integrated with Instructional Norms and
focus criteria

P1.16

Implement strategies to increase the
passing rates on the CAHSEE by African
American and
Latino subgroups.



Develop proper placement
procedures for intensive, strategic
and benchmark courses for targeted
student groups



Through master scheduling
procedures, properly utilize HSEE
-
ELA and HSEE
-
Math support
courses (targeted standards aligned
with
CAHSSE standards for math
and ELA)



Develop after
-
school tutorial
sessions for test taking skills
development (targeting skills
-
based
strategies to access the CAHSEE
test)


Guidance

Services

Division


John

Olson


Jon

Schaefer



Fall,

2010

General
Fund

N/A

N/A





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STRATEGIC GOAL 3.0: Student Services

Create multiple pathways to student success.

OBJECTIVE 2010
-
2011: Student Services

Design, develop, implement, and evaluate and improve course offerings, career pathway programs, and student support
services.

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

P1.1

School to Career Components



Guidance administrator, counselor
representative and career guidance
tech collaborating to implement
action plan for core
areas (including
the development and awareness of
career pathways)



Guidance administrator, counselor
representative and career guidance
tech collaborating align CTE class to
A
-
G content including but not
limited to relevancy cross curriculum
development in

core classes

Counselors aware of CTE opportunities
offered through local community colleges
(college night)



Counseling department meeting
agendas to include information about
Merced College programs and
course offerings; collaboration
among counselors mai
ntain and
increase awareness of opportunities
so they may provide the info to
students and parents



Parent Resource Center to include
information regarding higher
education, career and technical
programs, and local opportunities for
further educational
experiences



College Night (Spring 2011)
facilitated to increase parent
awareness regarding Merced College
options



Continue to develop program plans
for Parent Empowerment Program
(PEP) increasing parent awareness
regarding UC and CSU system

Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

21

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(provided in En
glish, Spanish and
Hmong)

P1.2

Develop a plan to offer online courses for
credit recovery and continuing education
credit.



Participate with the district
-
directed
committee for
program development



Develop an action plan with the
purpose of recruiting / retaining
students in courses?


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

P1.3

District Project

N/A


General
Fund

N/A

N/A

P1.4

District Project

(Ensure site represented at
each articulation meeting being held with
Merced College)

N/A





P1.5

Dedicated School
-
Site Pathways



Identify pathway emphasis at
comprehensive school site



Establish planning sessions for the
purpose of identification of
subject
area



Assign CTE teachers accordingly;
pair core academic teachers with
CTE teachers



Conduct counselor and parent
information workshops


Guidance

Services
Division


John

Olson


Fall, 2010

General
Fund

N/A

N/A

P1.6

Allied Health Pathway

Continue
meetings with Merced College
Allied Health staff to develop course
sequences and blended CTE/core academic
pathway courses



Develop Awareness through
Counseling Services, Career Center,
Spring Course Fair



Vertical Planning with Middle
School(s); Middle Scho
ol
Counselors, Early Identification,
Course Registration



Develop Partnerships Merced
College, UC Merced, Mercy Medical
Center and Local Medical Providers
(continue with MCOE/ROP)


John

Olson


Fall, 2010

General
Fund

N/A

N/A

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Merced HS Courses
-
of
-
Study
include appropriate Math/Science
Courses, Introduc
tion to Health
Careers, ROP Medical Occupations
(possible on
-
line courses)
;



Maintain and/or Further Develop
2+2 Articulation with Merced
College



Community Service Component
(Experience & O
-
J
-
T)


P1.7

Implement
recruitment plan to increase
the number of students enrolled in AVID
by 90 students.

Recruitment plan developed that includes:

• communicate AVID principles with feeder
students and parents;


Support student retention by offering
incoming freshman core
summer school
courses
;



• establish clear selection criteria, including
multiple measures and teacher
recommendation;

•possible alignment with Pre
-
AP and Honors
courses;


Off
ering grade level specific AVID courses




all compliance requirements that ensure
proper placement and program fidelity;


schedule and complete bi
-
weekly AVID
team meetings to monitor the
implementation of all phases of the site
AVID
four
-
year plan developed for the
2010
-
2011 school year
;

•Professionally develop AVID instructors,
counselors, and administrators through
attendance external and internal trainings;

• Develop campaign for parents to
understand advan
tages for AP enrollment;

• Develop campaign to encourage AVID
students to enroll in AP courses;

• Identify and develop site Equity Team that
works to establish environmental shift that
supports enrollment by minority students




Jun
-
11

3010

AVID
Coordina
to
r (1
Section),
AVID
Sections
(9
-
12),
AVID
Summer
School,
AVID
Summer
Institute

$71,000

P1.7

Develop Retention Plan for AP Student
Enrollment

• Investigate funding sources to support AP
students through after
-
school, evening, or
weekend study sessions

• E
stablish peer
-
tutor program allowing peers
Guidance

Services
Division


John

Olson


Fall, 2010

General
Fund

N/A

N/A

23

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to tutor for community service hours

• Investigate the development of an AP
Summer Institute

• Recruit current college students to
encourage and define advantages for AP
enrollment (i.e., strategies to prepare for

the
rigor of college courses)

Increase AP Exam Pass Rates

• Design PLC/Collaboration activities that
compare site exam results to district results
for the purpose of improving instruction

• Develop contract (re
-
establish policy) that
includes the conditi
ons that students enrolled
in AP courses are required to take the
associated exam and, upon their request to
drop course they must complete a parent
conference with admin, counselor, parent and
teacher

Data Correlations Between Grades and
AP Scores

• Devel
op PLC/Collaboration activity;
include data results in department
chair/department meeting agendas

• Include data results discussions for
Instructional Leadership Team agendas


Jon

Schaefer














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STRATEGIC GOAL 4.0: Student Services

Create/Provide comprehensive Guidance Plan and Services.

OBJECTIVE 2010
-
2011: Student Services

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

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

P1.1

Increase Number of Students completing
A
-
G Requirements



Develop awareness plan through
AVID program



Increased
enrollment in AVID
program



Continued monitoring, including
counselors presentations during class
selection and enrollment scheduling

A
-
G Monitoring



Guidance AP and counseling
department chair to monitor and
evaluates data on A
-
G requirements
each semester

per grade level.


Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

P1.2

ASVAB Testing



Guidance administrator and
identified counselor(s) to be
involved with district planning in
preparation for ASVAB testing
program for all 10
th

graders



Counseling department training to be
completed/facilitated on
understanding the elements from
ASVAB assessment tool in
preparation for analyzing and
interpreting student results



Guidance administrator and
counseling department to plan the
form/for
um for follow
-
up
conferences involving students and
parents to review the results from
ASVAB

AB1802 Counseling



Guidance AP and counseling

Guidance

Services
Division


Fall, 2010

General
Fund

N/A

N/A

25

|
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department chair to monitor
counselor progress on parent
conferences to guarantee all students
are receiving appropri
ate guidance

P1.3

Placement Data Procedures



Plan and implement program where
100% of eighth
-
grade students will
complete the placement tests in
English & Math (GATES/MDTP
Readiness tests)



Develop an action plan for on
-
going
MDTP/GATES testing center for
late entry students/transfers for the
purpose of assessing all students and
appropriately placing students into
level
-
ability core courses



Develop counselor capacity to
analyze and complete
placement
based on multiple measures
(developing counselor capacity will
include (1) training on GATES cut
points and their relationship with
grade level abilities associated with
intensive and strategic level ELA
course placement; (2) MDTP results
reviewe
d and understood regarding
readiness scores for geometry and
algebra


developing the knowledge
to interpret geometry non
-
readiness
and identify when retesting is
required, and proper cut scores
understood when placing students in
Algebra Readiness, Algebr
a I and
Geometry courses; (3) developing an
understanding of how previous CST
performance levels, grades/marks
history, and credits
attempted/completed relate to the
overall academic profile of students


with the approach to identify
appropriate program s
upports for at
-
risk students and the ability to
identify appropriate a
-
g course of
study)



Establish database for all grade
levels organized to include
placement test scores, previous CST
results, previous grades, credits
completed/attempted


Guidance

Servi
ces
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

26

|
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P1.4

Supplemental Counseling Conferences

Staff will use the seven
-
criteria Board
-
adopted measures to determine which
students must receive a supplemental
counseling conference



During counseling
department
collaboration meetings, discuss and
determine student population
needing supplemental counseling
services as determined by the board
-
adopted seven criteria



Establish action plan (persons
responsible, timeline for completion)
to schedule and comp
lete
supplemental counseling conferences



Develop strategies that counselors
can offer parents in support of
student needs (i.e., utilize parent
resource center for community
organizations, crisis or mental health
services, etc.)



Target: counselors will ho
ld a
conference and include parents
whenever possible with all students
qualifying for a supplemental
counseling conference.


Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

P1.5

Bi
-
Weekly Schedule for Student Study
Team
meetings.



Design consistent and regular
scheduled meetings for SST process
(as needed)



Develop and train appropriate staff
on student study team process;
counseling dept. chair as lead person



Weekly schedule for SST meeting to
include administration, couns
eling,
and teacher participation



Develop and train appropriate staff
on student study team process.



Counselors will work with
appropriate students, staff, and
family to form early interventions on
students receiving a D or F.



Counseling department will wor
k
with feeder school to identify at
-
risk
incoming ninth
-
graders.


Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

27

|
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P1.7

Group Counseling



During counseling department
collaboration meetings, discuss and
determine student population

that
would benefit from counselors
facilitating a minimum of one group
counseling session per year



Utilize Crisis Counselor (C. Davis)
as a resource to prepare counselors
to facilitate group session



Complete a review of the California
Health Kids and the
California
School Climate surveys in order to
develop focus areas for crisis
-
counseling to be provided



Investigate professional development
opportunities for strategies to engage
students in the group process


Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

P1.8

Alternative Education Screening
Expectations



Counseling departments will screen
students to alternative education that
include effective communication
with student, parents, and
administration



Counseling staff will
identify all
previous interventions on screening
applications.


Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

P16 &
P1.9

Utilizing Data/Monitoring Student
Progress



Provide training for counseling staff
in the use of student
assessment data
to properly respond to the
intervention needs of all students



Target: analysis at least once every
three weeks during the 9
th

and 10
th

grade year so all students are
successfully progressing towards
graduation



Principal and Guidance
Admini
strator will meet and develop
capacity counseling staff in order to
understand and use data to determine
the achievement gap (structured
analysis required, target will be to

Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

28

|
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establish multiple measures to
analyze student achievement and
identified gaps)



Co
unseling staff will work with
staff, students, and parents to
develop interventions that address
achievement gaps identified by data
and achievement



Continued collaboration efforts at
developing appropriate academic
interventions for students and
communica
ting supports available

P1.10

Senior Portfolio/Exit Interviews



Implement exit portfolio interviews
for all 12
th

grade students that
include both a career and technology
focus



Action plan and timeline completed
as part of School
-
to
-
Career
component



Enlist the support of Career
Technician and resources supported
through the Career center



Counseling department will oversee
the 9
-
12 curriculums and instruction
on career exploration

and the
AERIES information regarding
career interest



Guidance

Services
Division


Jon

Schaefer


Fall, 2010

General
Fund

N/A

N/A

P1.10

Individualized Learning Plan document



Develop and plan awareness
campaign involving student
achievement (i.e., ILP
hard copy of
all 9th, 10
th
, and 11
th

grade students
during test chats for CST and
CAHSEE)



Conduct regular meetings with
Instructional Leadership Team with
an effort to summarize student
performance data and supports
teachers in the development of
student l
earning objectives



General
Fund

N/A

N/A



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STRATEGIC GOAL 5.0: Personnel

Recruit, select, educate, and retain the highest quality staff.

OBJECTIVE 2010
-
2011: Personnel

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

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

P1.1


EL Authorization



Determine EL authorization status of
all staff



Create monitoring system for all
teachers that
includes the
understanding that all will have an
identified action plan to identify
steps to gain EL authorization status
by May 2011


John

Olson




Fall, 2010

General
Fund

N/A

N/A

P1.2

Capacity
-
Building for Associate Principals



Following staff
development
calendar and meeting schedule
established by the district office,
principal to ensure that site co
-
administrators attend workshops
designed to build capacity for
management of the contracts


John

Olson




Fall, 2010

General
Fund

N/A

N/A

P1.3

District Project

N/A


General
Fund

N/A

N/A

P1.4

Capacity
-
Building for Lead Teachers



Develop consistent practice to
identify teacher leaders and associate
principals for capacity building in
the area of leadership (preparation
for the assumption of
leadership
roles)


John

Olson



Fall, 2010

General
Fund

N/A

N/A

P1.5

District Project

N/A


General
Fund

N/A

N/A

P1.6

District Project

N/A


General
Fund

N/A

N/A


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STRATEGIC GOAL 6.0: Technology

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

OBJECTIVE 2010
-
2011: Instruction Utilizing Technology

Maximize the use of technology to engage student learning and increase student achievement.

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

P1.1

Technology Infrastructure



Continue planning and developing
an action plan to incorporate
transition to mobile laptop cart lab in
site technology plan



Complete e
-
rate document, file for e
-
rate and meet all e
-
rate deadlines to
upgrade network
to support (VOIP).



Continue to participate in work
sessions and planning meetings
towards establishing online high
school.



Establish core courses for Class.com;
utilize on
-
line curriculum as
supplementary materials



Establish CAHSEE
-
Math and
English Langua
ge Arts Class.com
courses for credit recovery and
preparation for CAHSEE exams for
junior and senior students


John

Olson


Jon

Schaefer


Denise

Davis (TIS)

P1.1

General
Fund

N/A

N/A

P1.2

Student Cyber Safety/Technical Literacy



Librarian training and
geography
teacher training



After
-
school trainings may continue



i
-
Safe

curriculum trainings (video
based curriculum; discussion based
assessment)

Student Technology Standards
(graduation requirement)



Continue participation in the district
-
directed developme
nt of technology
standards (TIS and staff)

Student Minimal Technology
Competencies



Continued participation on the
development of requirements

John

Olson


Jon

Schaefer


Denise

Davis (TIS)

P1.2

General
Fund

N/A

N/A

31

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MUHSD Student Technology
Standards and Performance
Indicators

P1.2

Students
-

20% yearly growth as
measured on the Ed Tech Profile

Establish regularly scheduled meetings to
plan and integrate student standards for:



Creativity and Innovation


Video
Production, Webpage design, Digital
Portfolio, and Podcast;



Communication and Collaboration


Publishing PowerPoint, email, web
pages, wikis, and blogs;



Digital Citizenship;



Technology Operations and
Concepts;



Research
and Information Fluency


Podcast & Web Quest and
Publishing/PowerPoint



Critical Thinking, Problem Solving,
and Decision Making; and
Technology Operations and
Concepts



TIS to facilitate professional
development involving effective
instruction for
PodCasts



TIS to facilitate professional
development involving effective
instruction for
Flip Video



TIS to facilitate professional
development involving effective
instruction for
Audacity


John

Olson


Jon

Schaefer


Denise

Davis (TIS)

P1.2

General
Fund

N/A

N/A

P1.3

Staff
-

Aeries Grade
-
Book



Plan program supported by
Instructional Coaches, BTSA mentor
and Technology Integration
Specialist (initial set
-
up procedures)



Develop procedures and practices to
address inconsistent update (needs
procedure and site expectation
s)

Staff
-

100% participation of Teachers
and Administrators in the Ed Tech Profile
and Speak
-
Up Surveys



Develop plans for communication,
follow
-
up for submittal; monitor and
check for 100% completion

Staff development to support and increase

John

Olson


Jon

Schaefer


Denise

P1.3

General
Fund

N/A

N/A

32

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the use of te
acher web pages



Buy
-
back activity (2 hour block)
facilitated by TIS


Denise Davis



Prep period trainings for webpage
design included athletics and
department



Continue to plan showcase activities
at staff/faculty meeting involving
technology support and
integrating
technology into instruction



Continued prep period trainings,
including one
-
on
-
one sessions
involving technology support and
integrating technology into
instruction


Davis (TIS)


Marcus Knott


Nicole

Knott

P1.3

Technology Integration Specialists and
staff to facilitate opportunities to develop
engaging technology lessons



Smart Board training sessions



Facilitate Sentio remote response
training sessions



Facilitate Moodle

training sessions



Unit Organizer


concept mapping
training and support for the
development of Unit & Course
Organizers



Facilitate training sessions on
School
wires &
Synergy (district file
sharing) platform for Unit and
Course organizer



TIS and Xtreme te
achers create
embedded technology literacy
lessons (model lessons); stored on
Synergy and utilized district
-
wide



Content experts and technology
experts working together to make
lessons more engagement


PLC/collaboration requiring release
time for identified teachers



Cyber Safety training with Social
Studies teachers



Keyboarding assessment (all
students that graduat
e have a similar
set of skills)



Blog trainings continued


John

Olson


Jon

Schaefer


Denise

Davis (TIS)


Marcus Knott


Nicole

Knott

P1.3

General
Fund

N/A

N/A


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STRATEGIC GOAL 7.0: Finances

Maintain the long
-
term fiscal integrity and solvency of the
district and improve the effectiveness of resource allocation.

OBJECTIVE 2010
-
2011: Finances

Maintain the long
-
term fiscal integrity and solvency of the district and improve the effectiveness of resource allocation.

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

1.1

Compare unaudited actual from the previous
year, with the current year and projections
for next year to demonstrate % of rate
increase in ADA for district/school.

DO

January 2011

General
Fund

N/A

N/A

1.2

As COLAs return to BRL, continue to
negotiate fair share formula at 80/20 ratio in
order to begin rebuilding reserves to former
level.

DO

January 2011

General
Fund

N/A

N/A

1.3

Site plans for recycling implemented by
January, 2011.

DO

January 2011

General
Fund

N/A

N/A














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STRATEGIC GOAL 8.0: Facilities

Provide a safe, clean environment that promotes respect, fosters student learning, and supports a collaborative school cultur
e.

OBJECTIVE 2010
-
2011: Facilities

Design, develop, and
implement a plan to maintain existing facilities and provide new facilities to accommodate growth and to
improve the appearance and conditions of present facilities.

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

1.1

Develop a long term plan for site acquisition,
new construction, and modernizations.
Present the plan to the Board annually.

DO

Ongoing

General
Fund

N/A

N/A

1.2

Present status reports to the Board that
address the budgets for all new construction
and

modernization projects as appropriate.

DO

Ongoing

General
Fund

N/A

N/A

1.3

Present status reports to the Board that
address the budgets for all new construction
and modernization projects as appropriate.

DO

Ongoing

General
Fund

N/A

N/A

1.4

Present an
updated 5
-
Year Facilities Plan to
the Board every two years.

DO

Ongoing

General
Fund

N/A

N/A

1.5

Monitor planning and construction to ensure
that timelines for projects are met.

DO

Ongoing

General
Fund

N/A

N/A

1.6

Adopt a Board Resolution noting intent
that
all new buildings and modernization projects
be built at Collaborative for High
Performance Schools (CHPS) or Leadership
in Energy and Environmental Design
(LEED) certification standards.

DO

Ongoing

General
Fund

N/A

N/A







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STRATEGIC GOAL 9
.0:
Student Services

Design, implement, evaluate, and improve instructional programs and services to support the success of all students.

OBJECTIVE 2010
-
2011:
Engaging All Families

Implement process to engage families in the academic and extra
-
curricular
lives of their students by qualitative and quantitative
data.

Action Steps

Person(s)
Responsible

Expected Date
of Completion

Resource

Expense

Funding

P1.1

State Standards and district curriculum
for parents

• Develop list of programs, workshops or
activities to facilitate better understanding of
State Standards and District curriculum for
parents

• Plan and facilitate evening activities for
parents in order to provide method(s)
available for parents to better understanding
of State Standards and Dis
trict curriculum
for parents; as noted above, activities
planned include: Parental Empowerment
Program; SSC program; ELAC program;
Back
-
to
-
School Night; 9th / 12th grade
Parent Orientations; Report Card Night; Free
Application for Student Aid parent
worksh
op; and AVID parent orientation
night with
language support available
.

Admin Team

Jun
-
11

3010,
7090

Parent
Worksho
ps,
Parent
Support
Center,
Classifie
d
Overtime

$36,000

P1.2

Develop a plan for implementation of
effective family engagement

• Contract
with UC Merced’s Center for
Educational Partnerships to provide Parent
Empowerment Program (PEP)


Focusing on
Higher Education (UC and CSU Systems)

• Develop evening workshops to focus on
Encouraging Parental Involvement and
Commitment (EPIC)


Focusing o
n
Acculturation to
Educational Systems in
America and Communicating with the
School

• Plan and facilitate parent evening
workshops

o Gang Lifestyle and Awareness

o Signals for Anti
-
Social Behavior

o Partnership with local law enforcement
agencies and comm
unity resource groups

• Expand the number of parents and staff
participating on the English Learners
Admin Team

Jun
-
11

General
Fund

N/A

N/A

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Advisory Committee (ELAC)

• Identify parent representative(s) for District
English Learners Advisory Committee
(DELAC)

• Continue providing Community Resou
rces
information tables at all evening parent
activities (i.e., Back
-
to
-
School Night, Report
Card Night, Freshman Orientation Night,
Senior Orientation Night, etc.)

1.3

Parent engagement records



Establish protocol
and procedures in
order to keep accurate records of the
numbers of parents and family
members who volunteer, attend and
participate in Equity Teams, Positive
Deviance, School Safety Teams,
SSC & ELAC meetings.


Admin Team


Fall, 2010

General
Fund

N/A

N/A

1.4

Family engagement survey



Use the results of the Family
Engagement surveys to develop a
plan to address parents and staff
concerns regarding the environment
of the school site.

Re
-
Develop Family Engagement
survey for parents and staff to
determine
areas of need; investigate
online survey platforms (Survey
Monkey, etc.)


Admin Team


Fall, 2010

General
Fund

N/A

N/A

P1.5

Parent Access to Information

• Plan and facilitate evening activities for
parents in order to provide method(s)
available for
parents to have access to
information regarding their student’s
education and instructional programs; as
noted above, activities planned include:

o PEP program

o EPIC program

o PTSA program

o SSC program

o ELAC program

o Positive Deviance program

o WEED an
d SEED program


Plan and implement Parent Resource

Admin Team

Jun
-
11

3010

Parent
Support
Center

(See P1.1)

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Center to include information regarding
community organizations:


All Dads Matter

-

Parent training that
focuses on co
-
parenting skills. Facilitating
workshops on this topic and providing a
number for a c
risis line for good parenting
support


ACRD

-

Educating parents on how to help
students achieve goals. Hold Focus Groups
with parents in their languages on specific
topics. ACRD will facilitate. Explore non
-
traditional tutoring opportunities.


Merced La
o Family



Creating
understanding and awareness of
parents/community about the structure and
importance of academics as well as
extracurricular activities. Want to conduct
both parent workshops & youth workshops
with clients who they register in their fam
ily
relationships program.


City of Merced
-
RECREATION

-

Increasing
attachment of students to school through
activities. Would like to work with foster
youth and expand their mentoring program to
include UC Students and MHS Seniors.



Boys & Girls Club o
f Merced

-

Desire to
open youth to real world application of
academic and social skills learned. Focus on
youth leadership and social skills and
effective communication.


Save Our Youth



Focus on family/student
interventions and community building.


C
ommunication with stakeholders

• Establish procedures that consistently
provide school
-
to
-
home communication that
is in three languages (English, Spanish and
Hmong)

• Develop procedure that provides evidence
of two
-
way communication that is both
received a
nd understood by parents



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School Site Council Membership and Meeting Dates

School Site Council Members

John Olson

Susana Aguirre

Kimberly Conley

Justin Kenny

Andrea DeLeon

Charles Jolly

Darrell Cherf

Sarah Morgan

Mary Mercado

Rebecca Pascal

German Gavilan

Nancy Golz

Danean Stanke

Shauna Taggart

Leah Robson

Sanya Chanana

Tatyanna Londono

Alexander Hernandez

Carol Gavilan

Meeting Dates

September 15

October 20

November 17

December 15

January 19

February 16

March 16

April 20

May 18




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English Learner Advisory Council Membership Dates

ELAC
Members

David Arceo

Blanca Arceo

Brigido Barcenas

Juana Chavez de Guizar

Karla Gonzalez

Mirta Gonzalez

Yolanda Pineda

Raul Vega

Maria
Chavez

Hugo Barcenas
-
Sanchez

Mai Lor

Neng Vue

Chou Her


Meeting Dates

October 12
th


December 9
th


February 8

April 20
th


May 11
th








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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:

Assurances

Approval Date

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

12/15/2010

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.

12/15/2010

The school site council reviewed its res
ponsibilities 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.

12/1
5/2010

This school plan is based upon 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.

12/15/2010

The
school site council sought and considered all recommendations from the
following groups or committees before adopting this plan:

12/15/2010

1.

EL Advisory Committee

12/8/2009

2.

Instructional Leadership Team

11/20/2009


Approval

Approval Date

The school plan

was reviewed by the Superintendent on:


The school plan was adopted by the council on:


Public Notice Due Date:


District Governing Board Review Date:


School Site Plan Approved:


Attested by School Principal:


Attested by School Site Chairperson:



Attested:


Name of School Principal


Signature Name of School Principal


Date


Name of Site Council Chairperson


Signature of Site Council Chairperson


Date



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Resources

Appendix A: School and Performance Data


2009 Base API

2010 Growth API

API
Growth f
rom 2009 to 2010

732

779

47



Students
Included
in 2010
API

Numeric
al
Significa
nt in
Both
Years

2010
Growth

2009
Base

2009
-
10
Growth
Targe
t

2009
-
10
Growth

Met
Subgrou
p Growth
Target

Black or African American

109

Yes

732

692

5

40

Yes

American
Indian or Alaska
Native

13

No






Asian

325

Yes

789

744

5

45

Yes

Filipino

23

No






Hispanic or Latino

936

Yes

750

700

5

50

Yes

Native Hawaiian or Pacific
Islander

1

No






White

384

Yes

844

799

1

45

Yes

Two or More Races

23

No






Socioeconomically
Disadvantaged

1119

Yes

749

701

5

48

Yes

English Learners

536

Yes

701

648

8

53

Yes


Students with Disabilities

185

Yes

499

478

16

21

Yes












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School and Performance Data continued

ALGEBRA 1 (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

12%

13%

15%

15%

19%

17%

29%

36%

DIST

10%

12%

11%

10%

13%

13%

19%

23%

STATE

21%

18%

19%

23%

24%

25%

28%

31%


GEOMETRY (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

20%

21%

23%

22%

26%

26%

21%

36%

DIST

16%

15%

17%

15%

16%

15%

16%

19%

STATE

26%

24%

26%

26%

24%

24%

26%

27%


ALGEBRA 2 (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

24%

16%

22%

15%

21%

29%

29%

48%

DIST

22%

9%

15%

14%

13%

18%

24%

33%

STATE

29%

24%

26%

25%

27%

27%

28%

31%


SUMMATIVE (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

32%

39%

35%

50%

43%

38%

46%

61%

DIST

25%

29%

23%

23%

22%

24%

28%

36%

STATE

43%

41%

45%

46%

47%

47%

50%

54%


ENGLISH 1 (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

34%

33%

35%

30%

46%

47%

51%

56%

DIST

33%

34%

35%

34%

43%

44%

47%

55%

STATE

38%

37%

43%

44%

47%

49%

50%

54%


ENGLISH 2 (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

28%

29%

30%

30%

32%

41%

45%

49%

DIST

26%

29%

30%

27%

30%

38%

39%

41%

STATE

33%

35%

36%

37%

37%

41%

44%

45%

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School and Performance Data continued

ENGLISH 3(Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

29%

29%

34%

31%

31%

34%

39%

48%

DIST

26%

27%

30%

30%

28%

30%

35%

40%

STATE

32%

32%

36%

36%

37%

37%

40%

43%


10th Grade Life Science (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS







38%

31%

43%

46%

52%

DIST







27%

30%

35%

41%

47%

STATE







35%

35%

40%

44%

46%


Biology (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

40%

27%

36%

37%

43%

43%

34%

55%

DIST

27%

26%

29%

29%

34%

39%

33%

46%

STATE

37%

30%

32%

35%

37%

42%

42%

46%


Chemistry (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

39%

22%

12%

14%

22%

27%

24%

30%

DIST

28%

19%

16%

17%

22%

27%

28%

35%

STATE

31%

28%

27%

27%

31%

32%

36%

37%


Earth Science(Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS









0%

8%

20%

28%

DIST



22%

22%

19%

22%

26%

28%

30%

STATE

21%

22%

23%

23%

26%

28%

28%

33%


Physics (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

9%

25%

35%

21%

15%

50%

45%

61%

DIST

33%

30%

36%

26%

23%

36%

43%

57%

STATE

29%

29%

31%

32%

35%

43%

46%

49%

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School and Performance Data continued

World History (Percent Proficient & Advanced)



2003

2004

2005

2006

2007

2008

2009

2010

MHS

29%

36%

42%

42%

36%

38%

42%

60%

DIST

24%

30%

36%

34%

29%

33%

37%

46%

STATE

27%

27%

31%

30%

29%

33%

38%

42%


U