The Single Plan for Student Achievement

Monterey High School

CDS Code: 27660922732808 Date of this revision: October 2011 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal 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 Consolidated 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: Marcie Plummer Position: Principal Telephone Number: (831) 392-3801 Address: 101 Herrmann Drive, Monterey California 93940 E-mail Address: mplummer@mpusd.k12.ca.us

Monterey Peninsula Unified School District

The District Governing Board approved this revision of the School Plan on November 14, 2011

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Page 1

Form A: Planned Improvements in Student Performance

The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards: SCHOOL GOAL # 1 Improve Student Achievement English Language Arts Monterey High School will target instruction and monitor student progress toward the mastery of standards as measured by CST, CAHSEE, formative common assessments, benchmarks, and grades. CST Increase the percentage of overall and significant subgroups, for grades 9-11, scoring Proficient or above on the ELA portion of the CST to meet a 15% annual growth to reflect an API target of 773 in 2012. Significant subgroups (English Learners (EL), Hispanic/Latino, Students with Disabilities (SpEd), Socio Economically Disadvantaged (SED) and White) will also see an increase of 15%. CAHSEE The percentage of students successfully passing the census administration (10 grade) of the English Language Arts (ELA) portion of the CAHSEE will increase from 85% to 90%. The overall percentage of students scoring proficient or above on the CAHSEE ELA will increase from 64% to 79%. Significant subgroups (English Language Learners (ELL), Hispanic/Latino, Students with Disabilities (SpEd), Socio Economically Disadvantaged (SED) and White) will also see an increase of 15%. Student groups and grade levels to participate in this goal: All students, including but not limited to: English Language Learners Hispanic / Latino Socio Economically Disadvantaged Students with Disabilities White Anticipated annual performance growth for each group: All students: increase percentage of students scoring Proficient or above on CST ELA th from 59% to 74%. 10 graders passing CAHSEE ELA will increase from 85% to 90% and students with a score of Proficient or above will increase from 64% to 79%. English Learners: increase from 11% to 26% proficient on the CST and from 8% to 23% proficient on the CAHSEE. Hispanic / Latino: increase from 43% to 58% proficient on the CST and from 45% to 60% proficient on the CAHSEE. Socio Economically Disadvantaged: increase from 9% to 24% proficient on the CST and from 42% to 57% proficient on the CAHSEE Students with Disabilities: increase from 8% to 23% proficient on the CST and from 18% to 33% proficient on the CAHSEE White: increase from 69% to 84% proficient on the CST and from 78% to 93% proficient on the CAHSEE Means of evaluating progress toward this goal: CST ELA, CAHSEE ELA, Benchmark Assessments, and grades Group data to be collected to measure academic gains: CAHSEE ELA, CST ELA, Benchmark Assessments, and Illuminate Reports.
th

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SCHOOL GOAL # 2 Improve Student Achievement Mathematics Monterey High School will target instruction and monitor student progress toward the mastery of standards as measured by CST, CAHSEE, formative common assessments, benchmarks, and grades. CST Increase the percentage of overall and significant subgroups, for grades 9-11, scoring Proficient or above on the Mathematics portion of the CST to meet a 15% annual growth to reflect an API target of 773 in 2012. Significant subgroups (English Learners (EL), Hispanic/Latino, Students with Disabilities (SpEd), Socio Economically Disadvantaged (SED) and White) will also see an increase of 15%. CAHSEE The percentage of students successfully passing the census administration (10 Grade) of the Mathematics portion of the CAHSEE will increase from 85% to 90%. The overall percentage of students proficient or above on the CAHSEE Mathematics will increase from 60% to 75%. Significant subgroups (English Learners (EL), Hispanic/Latino, Students with Disabilities (SpEd), Socio Economically Disadvantaged (SED) and White) will also see an increase of 15%. Student groups and grade levels to participate in this goal: All Students English Language Learners Hispanic / Latino Socio Economically Disadvantaged Students with Disabilities White Anticipated annual performance growth for each group: All students: increase percentage of students scoring Proficient or above on CST Math from th 69% to 74%. 10 graders passing CAHSEE Math will increase from 85% to 90% and students with a score of Proficient or above will increase from 60% to 75%. English Learners: increase from 5% to 20% proficient on the CST and from 8% to 23% proficient on the CAHSEE. Hispanic / Latino: increase from 43% to 58% proficient on the CST and from 41% to 56% proficient on the CAHSEE. Socio Economically Disadvantaged: increase from 9% to 24% proficient on the CST and from 37% to 52% proficient on the CAHSEE Students with Disabilities: increase from 5% to 20% proficient on the CST and 13% to 28% proficient on the CAHSEE White: increase from 26% to 41% proficient on the CST and from 70% to 85% proficient on the CAHSEE Group data to be collected to measure academic gains: CAHSEE Math, CST Mathematics, Benchmark Assessments, and Illuminate Reports.
th

Means of evaluating progress toward this goal: CST Math, CAHSEE Math, Benchmark Assessments, and grades

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Actions to be Taken to Reach 1 These Goals

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

ESLR

Start Date Completion Date

Proposed Expenditures

Estimated Cost

Funding Source

All Department Chairs will meet with their respective department members to develop common assessments and align benchmarks and pacing guides, as determined by the Curriculum and Instruction Division Completion of the WASC Self Study Process to determine program needs to better meet achievement goals Teachers will utilize online curricular video resources to st address the needs of 21 Century and visual learners. 100% daily use of State / District adopted standards -based materials utilized during instruction. Ancillary materials will be used to differentiate instruction. The MHS Department Chairs will help lead the Professional Learning Communities in their

1,2

Fall 2011-12

Department Chair Release Time (2 days per DC)

3,629

EIA-SCE

1,2,4 1,3

Fall 2011 2011-2012

Release Time, Mailings, Copies (WASC Leadership Team) Discovery United Streaming Subscription

5,100

EIA-SCE

3,000

Discretionary

1,2

On an ongoing basis State and District Approved Textbooks Centralized Services Centralized Services

1,2

Department Chairs will facilitate weekly

Extra Work Agreement pay / Hourly Compensation of no more than $30.08 per hour

3,910.40

Discretionary

1 2 3

See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal. List the date an action will be taken or will begin, and the date it will be completed. If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as middle grades reading tutor or laptop computer, and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures.

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respective departments and monitor the achievement of their quarterly SMART goals. Continue academic support assistance to support student achievement before/after school and during 1st and 4th block.

collaboration meetings

Certified teachers extra teacher pay / tutor pay hourly compensation of no more than $30.08 per hour (Program Leaders) Teachers/Tutors 2011-12

36,889 21st Century Grant

20% of students identified as atrisk will participate in afterschool tutoring in core curriculum areas for support. Students will be identified using a data-driven process with formative assessment tools.

1,2,3

Continue academic support for students through the APEX program 50% of identified students needing credit recovery classes will attend Intersession to increase the number of students on track to graduate with the requirements to be admitted to the UC/CSU post-secondary schools as needed. All advisory committees will meet on a quarterly basis to determine effectiveness of implementing SPSA.

1,2,3

Teachers / Tutors 2011-12

Hourly Pay for teachers after school

1,440

EIA-SCE

1,3

Principal/Director of Extended Learning Spring of 2011

Teachers, APEX Training APEX

32,348 125 10,000

21 Century EIA-SCE 21 Century Grant

st

1,2

Administration 2011-12

Clerical support, mailings, supplies, (ELAC, SSC, PTA)

2,000

EIA-SCE

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80% of teachers will use technology in their delivery of instruction addressing the st technological needs of a 21 Century Learner and improving student engagement 75% of Wednesday collaboration time will focus on professional learning communities and the on-going cycle of collaborative inquiry. Topics addressed in the cycle include but are not limited to: Clearly stated objectives Student engagement Rigorous standards-based instruction Response to instruction /checking for understanding Gradual release of Instruction All teachers will be trained on the use of Illuminate to analyze and monitor student progress by content standard and/or skill, thus driving instruction All Administrators will use classroom walk-thru techniques, classroom visitations, and formal observations as part the teacher evaluation process of to monitor the effectiveness of

1,3,4

2011

Laptop Carts, Media Carts, Printers, projector mounts, student response systems

82,076

EIA-SCE

1,3

Principal/ Department Chairs develop agendas for weekly collaboration

Centralized Services

Centralized Services

Centralized Services

1,3

Ongoing

N/A

N/A

N/A

1,2,3

Administrators/ Ongoing

Computer Technology to support and facilitate efficient walk-thru process

2,148

Discretionary

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classroom instruction and student engagement. All Administrators will conduct regular instructional conversations with teachers providing feedback following formal and informal classroom observations. Support of administration and coordination of standardized testing. (CELDT, CST, CAHSEE, Benchmarks etc) Parent/Teacher Conferences will be held with EL students and parents during the fall and spring semesters outlining achievement and expectations thus strengthening the partnership between home, school, and student. Create an efficient and consistent process to intervene and monitor students when failure becomes a pattern. Some of these interventions may include Student Study Team Meetings, 504, IEP, LRT and implementation of an ILP, PBIS. Yearly data analysis of benchmarks, CST, and CAHSEE to determine focused instructional areas. Quarterly Data Analysis of Benchmark Assessments to determine the need for students remediation will be performed by all academic area PLCs. Teacher-prepared common

1,2,3

Administratiors/ Ongoing

N/A

N/A

N/A

Assistant Principal

Supplemental assessment materials

1,500

EIA-SCE

3,4

Staff/Parents/ Students

Project basedCopier/Postage costs

300

EIA-SCE

1,3

SST/504 Coordinator/ Counselors/ Intervention Teacher

Intervention Teacher one section to participation in student reviews (.125 FTE)

11,981

Centralized Services

Principal/Staff Ongoing Illuminate Reporting Centralized Services

1,3

Staff Fall/Winter/Spring Illuminate Assessment reporting Scoring of Writing/

Teachers/

Centralized Services Centralized Services

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standards-based assessments will be administered at least twice a semester. Review, consultation, distribution of Progress Reports & semester grades informing parents of their childs progress towards meeting A-G and graduation requirements. CAHSEE Boot Camp - Provide sessions for students in need of additional CAHSEE support. CAHSEE Goal Setting Provide sophomores with pull-out sessions for students in need of additional CAHSEE support. CAHSEE Prep After school CAHSEE tutoring. Test Goal Setting Conversations will take place before all testing periods CAHSEE, CST, and CELDT. CST Provide pull-out sessions for students in need of additional CST support. Math Support Tutors to support students in math after school. MHS Teachers will increase rigor in the classroom through the development of AP courses, AP Vertical Team training, CTE PATHWAY curriculum development, common assessments, and PD.

Ongoing

Sub release

1,3

Counselors / Teachers/ 8 times per year

1,4

Asst. Principal / Teachers Asst. Principal / Teachers

Extra Work Agreements for Hourly Pay for Teachers Extra Work Agreements for Hourly Pay for Teachers

3,008 3,200

Discretionary Discretionary

1,4

1,4 1,4

Teacher Counselors / Asst. Principal / Teachers

After-School CAHSEE Prep Hourly Pay Seniors and Sophomores

2,166 (as per M.Dawson) N/A

21 Century

st

1,4

Teacher / Substitute

Sub release time CST goal setting and review sessions

5,000 1,203

Discretionary Discretionary 21 Century Grant

st

1,4

Teachers

1,2,3,4,

Teachers

teacher pay / tutor pay Hourly compensation of no more than $30.08 per hour PLC Professional Development, AP Vertical Teams 7 teachers x 15 hrs x 30.08 Travel and Supplies, AP Conferences

3,790

3,000

Discretionary

3,216

Discretionary

995 144

Discretionary EIA/SCE

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Supplies Office supplies to support the efforts of Goals 1 and 2.

1,2,3,4

Administration / Attendance / Counseling

Office supplies to support the efforts of Goals 1 and 2. Based on 2010-11 budget

13,000

Discretionary

Departmental Supplies to support the efforts of Goals 1 and 2.

Academic Departments

Departmental supplies to support the efforts Goals of 1 and 2. Based on Departmental budget for 2010-11.

25,500

Discretionary

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SCHOOL GOAL # 3 Improve Student Achievement English Learners Monterey High School will provide support to the English Learner population to close the achievement gap. CELDT There will be an increase in the percentage of EL students moving at least one Language Proficiency performance level to meet AMAO growth targets. CST There will be a 15% increase of EL students scoring Proficient or above on the ELA portion of the CST. CAHSEE There will be a 15% increase in 10 grade EL students scoring Proficient or above on the CAHSEE ELA. (Score of 390 or above is Proficient).
th

Student groups and grade levels to participate in this goal: English Learners Re-designated Fluent English Language Proficient (RFEP) students

Anticipated annual performance growth for each group: Percentage of EL students who scored Proficient or above. English Learners 20092010 20112012 20122013

GOAL
CST CAHSEE (10 gr)
th

4% 2%

5% 8%

20% 23%

Means of evaluating progress toward this goal: CELDT, CAHSEE ELA, CST ELA, benchmark assessments, and grades

Group data to be collected to measure academic gains: CELDT, CAHSEE ELA, CST CLA, benchmark assessments, AMAO, and Illuminate Reports

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10

Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development) All students in ELD Level 1 and 2 courses will receive differentiated learning support through the Edge program with supplemental support from a web-based program, ELSReadingSmart.com that targets English Learners. All EL teachers will be provided release time to attend Kate Kinsella training, learn academic vocabulary building instruction, and subsequent coaching. Purchase adopted curriculum ancillary materials in students primary language to greater support language learners in the general education classroom Establish, Recruit, and Maintain English Language Advisory Committee (ELAC) CAHSEE Boot Camp - Provide pull-out sessions for students in need of additional CAHSEE support. CAHSEE Provide sophomores with pull-out sessions for students in need of additional support for the CAHSEE. CST Pull-Outs Provide pull-out sessions for students in need of additional CST support. Test Goal-Setting Conversations will take place before all testing periods CAHSEE,

ESLR

Start Date Completion Date

Proposed Expenditures

Estimated Cost

Funding Source

1,3

Fall 2011-12

12 Licenses (12 x $25) ELD Teacher .25 FTE

375 20,127 620

Centralized Services EIA-LEP EIA-SCE

1,2,4

ELD Teachers

Release Time Sub Pay and Coaching

ELD Teachers

Math books, dictionaries, and workbooks in students primary language. Materials, Supplies, Postage, Copies Extra Work Agreements

2,000

Centralized Services

1,2,3,4 1,4

Administration Asst. Principal / Teachers Counselors / Asst. Principal / Teachers Teacher / Substitute

200 Previously accounted for Previously accounted for Previously accounted for N/A

EIA-SCE Discretionary

1,4

Extra Work Agreements Sub pay CST Pull-outs for Sophomore Math and ELA Pull-outs

Discretionary

1,4

Discretionary

1,2,3,4

Counseling

4 5 6

See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal. List the date an action will be taken or will begin, and the date it will be completed. If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as middle grades reading tutor or laptop computer, and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures.

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11

CST, and CELDT.

SCHOOL GOAL # 4 School Culture Monterey High School community will create a positive and effective learning environment through the inclusivity among diverse cultures and populations as measured by annual data reporting, drop-out rate, attendance, discipline, student and parental involvement, and connectedness to school.

Student groups and grade levels to participate in this goal: All Students Hispanic / Latino White Socio Economically Disadvantaged (SED) English Learners (EL)

Anticipated annual performance growth for each group: o o o o o o o There will be an increase in the percentage of students meeting the Culture Survey targets (including engagement, connectedness, and safety). There will be an increase in student participation in extra and co-curricular activities and programs. Increase in parent involvement in school related events/activities. There will be a decrease in the 4-year Drop out rate. There will be an increase in attendance rate and decrease in the percentage of tardies. There will be an increase in the 4-year graduation rate (2012 Target Above 90%). There will be a decrease in the number of discipline referrals and suspensions.

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12

Means of evaluating progress toward this goal: Parent and Student School Survey, California Healthy Kids Survey (CHKS), Grades, Attendance, Discipline, Drop out, and Graduation Rate Reports Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development) Collect results from CHKS (California Healthy Kids Survey), Student Survey, Grades, Discipline and Attendance Analyze data and implement programs that positively impact student achievement and school culture.
7

Group data to be collected to measure academic gains: Parent and Student School Survey, California Healthy Kids Survey (CKS), and Illuminate Reports,

ESLR

Start Date Completion Date

Proposed Expenditures

Estimated Cost

Funding Source

1, 3, 4

Administration/ Spring, 2012, continue annually

Leadership and Site Council

No Additional Costs

Community Needs Assessment 1, 3, 4 AVID teacher .50 FTE Centralized Services

Measure success using survey data.

ASB/attendance monitoring clerical support

Continue 21 Century implementation to increase academic success.

st

1,2,3,4

21 Century Program

st

ASA Coordinator (.33 Oxford) PDS (.33 Mary Dawson) Service Learning Coyne

1,738 1,593 2,527

21st Century 21 Century

st st

After School Site Directors

63,926

21 Century

7 8 9

See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal. List the date an action will be taken or will begin, and the date it will be completed. If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as middle grades reading tutor or laptop computer, and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures.

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(Huyett York, Garnett, Rigg) Inter. Summer School Supplies & Materials Training and Conferences CCMP Comp Priority Transportation (AS &SS Fieldtrips) Student Application Newsletter Teen Truth Live Contracted Services Family Literacy Program Clerical support 10,000 17,000 1,000 10,000 20,000 500 4,167 2,000 10,000 3152 21 Century st 21 Century st 21 Century st 21 Century st 21 Century 21 Century 21st Century ASSETS Fam Literacy ASSETS Fam Literacy EIA/SCE
st st

Teen Truth Live Program

1,2,3,4

21st Century Program ASSETS PBIS Committee

Family Literacy Program Implementation of PBIS matrix to address student behavior, academic needs, and interventions. Develop a plan for positive recognition for students, staff, and administration in addressing issues and making progress towards improvement.

1,2,3,4 1,2,3,4

1,2,3,4

PBIS Committee

PBIS Committee Meetings Hourly Pay Incentives PBIS Lead / Safety Lead

3,000 2,000 2,127 11,481 2,000 412/ 409 1,181

Discretionary Discretionary Centralized Services EIA/SCE EIA/SCE EIA/SCE Centralized Services

Establish AVID strategies to be implemented school wide.

1,2,3,4

AVID Teachers

2012 AVID Conference Future AVID Field Trips Conf Travel (Newton/Sanders) AVID Site Coordinator

Provide AVID students with 1-2 college campus field trips to tour the facility, receive orientation, and become familiar with the college experience. Link Crew orientation and year-long activities will continue to support freshmen in their transition

1,2,3,4

AVID Teachers

Field Trips (Sub pay) SF State Carmel Authors Event

496

EIA/SCE

1,2,3,4

Link Crew

Link Crew activities and Freshmen Orientation: Link Crew Staff and Freshmen Orientation Staff hourly pay Supplies and Incentives

2,000 3,000

Discretionary Discretionary

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14

School Website Development and Roll-Out Plan electronic daily bulletin will be distributed regularly, informing the community of important dates, activities, successes, and needs. ESLR Banners promote a goal-driven, strong and focused learning environment. Fall Back-to-School Night and Spring Open House will increase parent awareness regarding teacher expectations of their students academic progress Purchase of extra two-way radios to increase the communication and safety on the MHS.

1, 4

Administration

Website Development Extra Work Agreement NTE 80 hours

2,406

Discretionary

1,4 1,4

Administration Teachers / Administration/ Parents Administration

Banners Mailings / Supplies

1,865 1,000

Discretionary Discretionary

1,2,3

Equipment 6 radios @ $250 each 5 radios to be purchased by District 1 FTE College / Career Specialist Career Assessment

1500

Discretionary

1250 32,163 60,311

Initiate a College and Career Program to assist students and families with the connection between academics and a successful future. Career Assessment Participate in the research of a District wide career assessment program to support students investigation of career opportunities Challenge Day Cultural Sensitivity Training 2-Day Program for Cultural Sensitivity and awareness.

1,2,3,4

College and Career Specialist

District Discretionary EIA-SCE Central Services Centralized Services

1,2,3,4

Counseling

TBD

1,2,3,4

Administration

All Students/Staff Sensitivity Training

7,500

Discretionary

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15

SCHOOL GOAL # 5 Improve Student Achievement Academies and/or College / Career Pathways Monterey High School students will participate in a self-selected Academy and/or a College / Career Pathway thus fostering student achievement, creating equal access, and increasing college and career readiness as measured by graduation rate and college entrance data. Student groups and grade levels to participate in this goal: All Students Anticipated annual performance growth for each group:
Students involved in an Academy or College / Career Pathway will show greater academic success and higher attendance rates than their non- ACADEMY / COLLEGE CAREER PATHWAY peers. .A-G College Readiness will be measured and will increase over time. Graduation Rate - % Graduation Rate will be measured and will increase. # of College Prep and Advance Placement course offerings will increase. # of students taking AP Courses will increase. # of Concurrent Enrollees will increase

Means of evaluating progress toward this goal: Progress in CELDT scaled scores, California Standards Test, CAHSEE, and District Benchmarks, Progress/grades in core classes, AP course offerings, and Demographic data. Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development) All Academies will have a site- based Advisory Board comprised of teachers, counselor, administrator, and community members.
10

Group data to be collected to measure academic gains: CST, CAHSEE, Attendance Rates, Student Surveys, Grades, Graduation Rate, and Illuminate Reports,

ESLR Start Date Completion Date 1,2,3 Administration, Academy/Pathw ay Leads

11

Proposed Expenditures

12

Estimated Cost No additional Cost

Funding Source Academy Grant

10 11 12

See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal. List the date an action will be taken or will begin, and the date it will be completed. If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as middle grades reading tutor or laptop computer, and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures.

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16

All Academy Advisory Boards will meet biannually to discuss curriculum, monitor student achievement, recruitment, activities etc. All Academies will create a comprehensive recruitment plan Development and Formalization of the CTE Department All established Academies will create one or more pathway-specific courses per grade level, with a defined career. All Academies and Pathways will establish common behavioral and academic expectations aligned with the school-wide PBIS expectations Newly established Academies and Pathways will create vision and purpose aligned to their statement for course sequences. All Academies will establish Career Pathways utilizing current and newly defined Career Technical Education courses and standards SPARC Academy will hire a .4 FTE Classified staff member to oversee Academy spending and paperwork/extra hours for account clerk for quarterly budget reporting. SPARC Academy will hire a .125 Liaison Leader to coordinate and encourage more SPARC students to apply to post-secondary opportunities. SPARC Academy will purchase .125 FTE Teacher to coordinate the Academy and the goals set forth in their proposal to the

1,2,3

Administration, Academy/Pathw ay Leads

No additional Cost

Academy Grant

1,2,3

Pathway leads

No additional Cost Department Chair Stipend (Coyne) Release Time (5 teachers x 10 hrs x 30.08) 1,500 1,504

Academy Grant Discretionary Discretionary/ Academy Grant EIA-SCE EIA-SCE

1 1,2,3

Department Chair Department Chair

1,2,3

Academy Leads, PBIS Committee

Release Time (13x30.08x 10 hrs) Mailings, Copies Release Time to develop programs and visit established programs United Streaming Subscription

3,910 292

1,2,3

Administration, Academy/ Pathway Leads Administration

4,211

Discretionary

1,2,3

Cost previously included

Discretionary

1,2,3

Academy Director

.4 FTE Acct. Clerk II Hourly Account Clerk

12,234 2,724

Academy Grant (SPARC) Chapman Grant (SPARC)

1,2,3

Academy Director

.125 FTE Liaison Leader

3,811

1,2,3

Academy Director

.125 FTE Teacher

8,225

Academy Grant (SPARC)

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17

California Department of Education Field trips for SPARC Academy students to support the goals set forth in their proposal to the California Department of Education

1,2,3,4

Academy Director

Field Trips Transportation Sub Pay / Extra Duty Adventures By the SeaContracted Services Supplemental Supplies for Career Pathways Development and supporting technology Field Trips Transportation Sub Pay/ Extra Duty SF Opera Guild DeYoung Museum Cal.Ed Theatre Oregon Shakespeare Fest Supplemental Supplies for Digital Arts Career Pathway

5,000 9,540/ 720 3,160

Academy Grant (SPARC)

SPARC Academy Support materials and technology equipment for Academy teachers and students Field trips and events for Art Careers Academy students to support the goals set forth in their proposal to the California Department of Education

1,2,3,4

Academy Director Academy Director

878/ 1,535 5,766 26,689 15,000 11,121/ 248 930 410 295/75 750 50/ 141/ 1,165 25,615

1,2,3,4

Academy Grant (SPARC) Academy Grant (ART)

Art Careers Academy Support materials and technology equipment for Academy teachers and students

1,2,3,4

Academy Director

Academy Grant (ART)

Art Careers Academy will purchase .125 FTE Teacher to coordinate the Academy and the goals set forth in their proposal to the California Department of Education MAOS Academy will purchase 1 FTE to supplement instruction program MAOS Academy Field Study Support Scheduling and Opening of School Scheduling, Freshmen Registration, Orientation, Book and Tech Inventory, and Opening of School activities CTE Career Technical Education Courses Currently Offered: Health Careers

1,2,3

Academy Director

.125 FTE Teacher

12,180

Academy Grant (ART)

1,2,3 1,2,3 1,2,4

1,2,3,4

Academy Director Academy Director Administration, Counselors, Registrar, Librarian, Office Staff Teachers

1 FTE EWA Supplies, Clerical Support, copies, release time or extra work agreements Additional Supplies Current courses

59,221 992/ 868 1,692/ 1,320/170/ 1,122/532 2000 No Additional Costs

MAOS Donation MAOS Donation EIA-SCE

EIA-SCE General Fund

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18

Sports Medicine Film / Video Arts Cinema Arts Green Careers Coop Work Experience Auto Technology I, II Auto Body & Fender Bio Technology I Robotics Engineering Technology Technical Writing (Journalism) Professional Actor Training AP Environmental Science College and Career Readiness Courses st 21 Century Study Skills AVID 9 AVID 10 Art Portfolio SPARC Portfolio Bio Technology I 1,2,3,4, Teachers Current courses No Additional Costs General Fund

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19

Form C: Programs Included in this Plan

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.) State Programs California School Age Families Education Purpose: Assist expectant and parenting students succeed in school. Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners $159,195 Allocation

$20,128

List and Describe Other State or Local funds : California Partnership Academy: SPARC SPARC Academy Chapman Foundation California Partnership Academy: Art Careers MAOS Donation Account

$ 70,740 $ 6,000 $ 6,800 $ 70,740 $ 63,562

Total amount of state categorical funds allocated to this school $397,165

Federal Programs under No Child Left Behind (NCLB) 21st Century Learning Centers Grant-Extended Learning, Equitable Access and Family Literacy

Allocation $250,000 $25,000 $20,000

Total amount of Federal categorical funds allocated to this school $295,000 Total amount of State and Federal categorical funds allocated to this school $692,165

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Form D: School Site Council Membership

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:
Other School Staff Parent or Community Member Classroom Teacher Secondary Student Principal

Names of Members

Marcie Plummer Chelsea Warner Cathy Findley William Pace Benjamin Tackett Elaina Smith Sherry Brady Denise Stevens Doreen Gray Mika Boyle Jake Greenshield Jennifer Lin (Alt) Numbers of members of each category

X X X X X X X X X X X X 1 4 1 3 3

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Form E: Recommendations and Assurances

The School Site Council recommends this School Plan and proposed expenditures to the District Governing Board for approval and assures the Board of the following: 1. The School Site Council is correctly constituted and was formed in accordance with District Governing Board policy and State law. 2. The School Site Council reviewed its responsibilities under State law and District Governing Board policies, including those Board policies relating to material changes in the School Plan requiring board approval. 3. The School Site Council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

_x__ English Learner Advisory Committee _x__ Other (list): Leadership Team

4. The School Site Council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in District Governing Board policies and in the LEA Plan. 5. This School Plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This School Plan was adopted by the School Site Council at a public meeting on: November 3, 2011.

Attested: _____Marcie Plummer_______ __________ Typed name of school principal ______Chelsea Warner ____ __________ Typed name of SSC chairperson _____________________________ Signature of school principal _____________________________ Signature of SSC chairperson Date Date

APPENDIX E: Analysis of Current Instructional Program at Monterey High School Standards, Assessments, and Accountability
1. Use of state and local assessments to modify instruction and improve student achievement: 11/14/11 22

To modify instruction and improve student achievement, the Monterey High School staff utilizes Professional Learning Communities (PLC) to answer these four questions: What do we want students to learn? How will we know that they have learned it? What will we do when they have not learned it? What will we do when they have learned more than expected? In these PLCs teachers review and analyze authentic student work products and multiple measures of assessment data at all grade levels across all content areas. Student performance data is used to determine the course placement of students, differentiate instructional practices within those course, monitor achievement of the standards taught, and to target appropriate students for academic intervention. Teachers utilize data from the CST, District Benchmark Assessments in English Language Arts and Mathematics, CAHSEE, and curriculum embedded assessments. The teachers, counselors, and administration also analyze student progress reports and report cards to recommend students for appropriate academic intervention. In addition, results from the CELDT are utilized to determine the level of proficiency acquired in English for students who have been identified as English Language Learners (ELL). The result from each students CELDT is reviewed by the MHS English Language Review Team. This team makes placement recommendations and monitors student progress as they move through the EL pathways. 2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction: Teachers access student benchmark performance data, teacher created common formative assessment data (curriculum-embedded), and results from CSTs, CAHSEE, and CELDT using Illuminate, a student management system. Monterey High School administers district quarterly benchmarks in: English, Grades 9 - 11 Writing, Grades 9 - 11 Transitional and Intensive English (Grades 9-12) Algebra 1 and 2 Geometry Math Analysis Chemistry World History U.S. History Benchmark assessment data is used to guide and modify instructional practices in an ongoing manner. CST data is used to monitor program effectiveness in specified department and subject matter. CAHSEE data is used to monitor tenth grade student performance in ELA and Mathematics.

Staffing and Professional Development

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3. Status of meeting requirements for highly qualified staff: Currently, Monterey High school has sixty-five (65) certificated employees one (1) Principal, two (2) Assistant Principals, three (3) counselors, one (1) JNROTC teacher, one (1) opportunity/intervention teacher, three (3) RSP teachers, two (2) SDC teachers, two (2) part-time academic coaches, three (3) Career Technical Education teachers, forty-seven (47) subject area teachers. All credentialed staff members are fully credentialed, either with a preliminary or clear credential; this includes half-time and partial time teachers. The Principal and one Assistant Principal hold their Clear Administrative Service Credentials and the other Assistant Principal holds a Preliminary Administrative Service Credential. 4. Principals Assembly Bill (AB) 75 training on State Board of Education adopted instructional materials: The Principal and one Assistant Principal of Monterey High School have completed (AB) 430 training. The other Assistant Principal is currently enrolled in (AB) 430 training. 5. Sufficiency of credentialed teachers and teacher professional development (e.g. access to AB 466 training on SBE-adopted instructional materials): As noted, the teachers at Monterey High School are fully credentialed. 6. Alignment of staff development to content standards, assessed student performance, and professional needs: All Monterey High School staff participated in a district-wide collaboration focusing on the mastery of content area focus standards. These groups used the California Content Standards, student work, a variety of assessments, and the adopted curriculum to begin work towards defining what mastery of focus standards looks like in each classroom. Next steps were identified and the work is ongoing. On a site-based level, the primary focus of MHS staff development and collaboration has been on creating PLCs where the focus is on student learning, instructional practices, assessment, and the WASC process. Monterey Highs focus on learning throughout the year will concentrate on the WASC recommendations for student performance and the four essential questions (see question 1). Staff will continue to refine and deepen their understanding of unpacking standards, identifying focus standards, defining student mastery, reviewing data, developing strategies to reteach concepts, creating common formative assessments and more. The MHS administrative team will also continue conducting campus-wide learning walks to monitor the implementation of MPUSDs five essential practices: Clearly Stated Learning Goal (Objective) Gradual Release of Responsibility (Instruction)(I do, We do, You do together, You do along) Rigorous Standards-Based Instruction Checking for Understanding Student Engagement 11/14/11 24

7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches): Monterey High School provides the following services and human resources to support the success of students in achieving their expected grade-level standards. A. Two (2) part-time Academic Coaches B. One (1) Intervention/Opportunity teacher C. One (1) College and Career Counselor D. One (1) part-time Family Intervention Counselor E. Two (2) part-time Psychologists (KEY and SPED) F. Three (3) full-time Counselors G. One (1) Library/Media Specialist H. Two (2) Key Program (Emotionally Disabled) Teachers I. Four (4) Key Program Instructional Assistants

8. Teacher collaboration by grade level and department (9-12): Monterey High School has a weekly collaboration time that is scheduled by grade level and/or department. This time is focused around: WASC, school-climate, MHS Mission Statement, ESLRs, MPUSDs five essential practices (see question 6), Illuminate (MPUSD Data System), and the implementation of the PLC process based on the essential questions (see question 1). While meeting in PLCs, teachers work collaboratively to design standards-based instruction that focuses on the specific learning needs of individuals and groups of students in their respective classes. Together, they create common formative assessments, review students work samples, adjust and monitor pacing and instruction as needed, and use data to design and drive instruction.

Teaching and Learning

9. Alignment of curriculum, instruction, and materials to content and performance standards: The Monterey High School staff aligns all curriculum and instruction with the California State Standards and Curriculum Frameworks. All 9-12 curriculum texts and support instructional materials are district adopted, and from the State list of adopted materials. Weekly collaboration days are used to ensure alignment within courses. A pacing guide has been developed and is closely monitored to ensure equal access to the full curriculum for all students in every classroom. 10. Adherence to recommended instructional minutes for reading/language arts and mathematics (k-8): 11. Lesson pacing schedule and master schedule flexibility for sufficient numbers of intervention courses: 11/14/11 25

District-wide pacing guides are utilized by all classroom teachers to ensure the successful completion of required instruction and assessment in the areas of core content. The students performance is continually assessed through adopted curriculum-embedded assessments, district benchmark assessments, and classroom assessments in language arts and mathematics. Students identified through these assessments as requiring additional support in language arts receive one-on-one tutoring, pull-out support, push-in support, or participate in intervention classes such as Gateways, transitional ELA, and math intervention.

12. Availability of standards-based instructional materials appropriate to all student groups: Monterey High School implements standards-based instructional materials in all core curriculum areas. Each course offered at MHS has a board approved course description that includes the recommended instructional materials. 13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses: All students are provided with access to all academic core-curriculum areas with respect to instruction and appropriate instructional materials. Targeted intervention and credit recovery classes are available for students who are off track for graduation or need additional intervention. Monterey High follows the ELL pathways program for second language learners. Newly adopted HOLT materials are being used in all grade level English classes.

Opportunity and Equal Educational Access

14. Services provided by the regular program that enable underperforming students to meet standards: Within the regular classroom, support comes in the form of modified projects and differentiated work using state adopted materials. Teachers, on a volunteer basis, tutor students who are in need. EL students receive instruction through dedicated transitional classes and ELD instruction. Special Education students receive specialized instruction in the RSP program, the Special Day Class, and the Key Program for ED students. The Monterey High School staff has worked collaboratively to thoroughly identify all students who are functioning at below academic levels. Through a process of parent conferences, ILP (Individualized Learning Plans) development and mandated interventions, using the results of the Content Standards Tests (CST), District Language Arts and Mathematics benchmark assessments, CELDT testing, and teacher initiated grades and 11/14/11 26

assessments, the faculty has identified at-risk students. The SST (Student Success Teams) will determine if further interventions are warranted. 15. Research-based educational practices to raise student achievement at this school: The Monterey High School staff continues to focus on student learning. They are defining the work that the Administrators, teachers, and support staff need to accomplish collectively in closing the achievement gap and move students to the next level of academic performance. The schools action plans are developed to focus on three (3) goals of, moving all students up one level in English and in Math performance and establishing a culture of high academic achievement and a college going culture. School Level: The staff has worked to create a culture of high expectations and a college going culture. Other school-level practices that staff have taken to help raise student achievement include the creation of more opportunities for parent and community involvement (i.e. PTSA, SSC, ELAC, DELAC, volunteer assistance, parent education, school bulletins, PTSA newsletters, the school website, monthly parent nights, The Parent Institute, PBIS, AVID, and Principals Newsletter), a safe and orderly environmentwith a focus on good citizenship, high expectations with an important emphasis on collegiality and professionalism to promote a positive school learning climate and a college going culture. Teacher Level: The teachers and support staff collaborate weekly in PLCs to improve student learning. The emphasis is on how to better monitor student progress, balance individual work with group work, reinforce student efforts, and assess whether learning objectives are achieved and the level of mastery in which standards are being met. Teachers and support staff also help students assimilate what theyve learned, review, practice, and apply the content of learned information. The staff is well aware, that poor classroom management can inhibit student achievement, therefore, appropriate consequences are taken for violations of rules. Conversely, good behavior is now recognized and given positive reinforcement. The start of the PBIS Team has been very successful with rewarding positive choices. Citizenship and conflict resolution are active methods to solving conflicts at the high school level where diversity should be celebrated. An optimal relationship between teacher and students is maintained through mutual respect, cooperation, and positive interactions. The last two (2) years, the block master schedule has been organized to allow most teachers in departments to have one common prep period for collaborative time with the department. Student Level: The teachers and support staff continue to consider ways in which they can positively support students in the home environment and elevate the degree of student motivation in academic achievement. With respect to the students home environment, which is key to our 11/14/11 27

students school success, staff utilizes interventions, SST meetings, and school events such as Back-to-School Night and Open House. The Secondary Conferences are designed to provide information about student progress, individual learning plans, and strategies necessary for school success. Actions such as these are designed to help parents enhance their communication with the school and their children, as well as reinforce school-wide expectations as they relate to academic and behavioral goals. The parent portal is in place, allowing parent to view student academic progress, check attendance, and communicate with staff members via an on-line web-based system.

Involvement
16. Resources available from family, school, district, and community to assist under-achieving students: Monterey High School has many programs and opportunities for struggling students and families to receive support. Resources available include: Counseling Services: Monterey High School currently is staffed with three (3) full time academic counselor and one half time (1/2) family counselor. One (1) part-time counselor is funded through the GEAR UP program. New to the department this year is a half time (1/2) College and Career Counselor. One (1) full time school registrar is assigned to the Counseling Department. The services provided include: individualized counseling, career counseling, high school career counseling, diversion counseling, student enrollment, master schedule support, student records, and other support duties. SDC/RSP Teachers, LSH, ASD Teacher/Behavior Technician/Psychological Services: The District supports certificated personnel in each of these areas. Two (2) SDC teacher and three (3) RSP teachers provide instruction for students with a variety of identified learning disabilities and support for alternative pathways to graduation. Listen/Hearing/Speech (LSH) services are provided. Monterey High School provides two moderate to severe classrooms (KEY). This program consists of two (1) classroom teacher, two (2) Instructional Assistant and two (2) Behavior Technicians. Psychological services are provided three to four (3/4) days each week. Adaptive Physical Education occurs on campus one time a week. Student Review Teams: The SST (Student Study Team) team is composed of an SST lead Counselor, an administrator, and assigned classroom teachers. This particular team reviews the data of students who are referred by either the classroom teachers or have been identified with having academic or behavioral difficulties. The team creates an Intervention Learning Plan based on all available data with input from 11/14/11 28

teachers, the student, and the parent. If the intervention recommendations are not followed or have been ineffective, then a followup conference is scheduled with teachers, student, and the parents to review the interventions and discuss next steps. In some cases, students are referred for additional special services testing or placed on a 504 plan. The LRT (Language Review Team) team: The LRT team is composed of the counselor, an administrator, all classroom teachers that teach sections of ELD. Periodically a district support provider attends the meetings. The team monitors student language performance, monitors student scheduling, reviews CELDT and benchmark assessments and makes recommendations for targeted interventions and communicates with parents. The team insures that the ELL assurances are followed and maintained throughout the school year. Attendance and Discipline Department: Monterey High School maintains a safe and secure environment due to the responsibilities accomplished by this department. Directed by the Assistant Principal, all student and parent issues dealing with attendance and discipline are routed through the office. The support staff consists of one (1) Attendance Clerk, one (1) Campus Liaison and one (2) Campus Monitors and one part-time Monitor. The Liaison monitors student truancy and attendance and is able to contact staff on vital information when a student is not meeting the expected behavior and attendance goals set by Monterey Peninsula Unified School District. A critical component to this department is the formation of the PBIS team, whose philosophy is to recognize positive behaviors rather than focus on the negative. This has been a great success on campus this year in setting behavior guidelines and student behavior goals for all grade levels. 17. Involvement of parents, community representatives, classroom teachers, other school personnel, and students (in secondary schools)-- in the planning, implementation, and evaluation of consolidated application programs: Parents and the community are very supportive of the educational programs at Monterey High School. The School Site Council is a representative group comprised of teachers and parents elected for a two-year term by staff and the parent community and students. SSC members monitor the effectiveness of the Single School Plan, and make on-going program improvement recommendations. SSC members are also involved in the decision-making process of allocating categorical funding (LEP & SCE) available to the school from the State and Federal government. The English Language Advisory Committee (ELAC) is an elected Advisory Committee of parents of MHS English Language Learners (ELL) whose responsibility is to address the needs of all English language learners and their families. The Parent-Teacher Student Association (PTSA) is an organization of parents and teachers whose function is to promote the welfare of students at school and in their home and community. The PTSA, actively sponsors fund-raising events, provides support to our 11/14/11 29

students and staff in the form of classroom instructional materials and supplies, facilities and campus improvements, consultants, and academic study trips. The PTSA is currently a major stakeholder in providing funds for the school. The Monterey High School Booster Clubs are nonprofit 501(c) organizations designed to support extracurricular activities on campus and are not restricted to funding athletics sports teams.

Funding
18. Services provided by categorical funds that enable underperforming students to meet standards: The Monterey High School Site Council has allocated much of the categorical funding for this school year. Due to the funding and budgetary issues faced by our District and our school, the Council has prioritized the limited amount of funding available for student support. Proposed expenditures have been included with this plan. 19. Fiscal support Monterey High School received the following discretionary and categorical amounts to implement this years program and services. All expenditures are tied to the School Plan for Student Achievement.

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2011-2012 Monterey High School Collaboration Calendar

Wednesdays Collaboration

July

August

September
7 Benchmark Department PLCs

October
5 WASC Focus Groups Adding Evidence

November
2 CAHSEE Full Wednesday

December
7 WASC- Final Read and Final Evidence Added

January
4 Winter Break

February
1 Mock WASC Visitation

March
7 PLC- CAHSEE Test Strategies

April
4

May/June
2 STAR/CST Full Wednesday

10 Open DORES PBIS Orientation

14 WASC Focus Groups

12 Fall Break

9 WASC Follow-up From Meeting with Doug Jones 16 WASC- Finalize Each Section to Move Forward with Overall Draft 23 Thanksgiving Holiday

14 Department PLC - Finals

11 Benchmark Data Review

8 PBIS Success and Improvements

14 CAHSEE Full Wednesday

11 Department PLC Benchmark Assessment Data Review 18 STAR Testing

17 Open DORES PBIS Orientation Cont. 24 WASC-Gather Evidence and Department Goal-Setting 31 WASC Overview, Timeline, Focus Groups

21 Benchmark Exam Strategies for Re-Teaching

19 WASC Using Benchmark and Other Data to Drive Instruction 26 Parent Teacher Conferences

21 Finals Schedule

18 District-Wide Collaboration

15 PLC- Academic Language Best Practices Campus Focus 22 Parent Conferences 21, 22, 23

21 Spring Break

16

28 WASC Focus Groups

28 Winter Break

25 WASC Preparing for Visit

28 Spring Break

25 STAR/CST Full Wednesday

23

30 WASC Staff Review

29 Department PLC

30

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