22025022 2

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
11/14/11 2
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
th
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
from 59% to 74%. 10
th
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.
11/14/11 3
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
th
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
69% to 74%. 10
th
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
Means of evaluating progress toward this goal:
CST Math, CAHSEE Math, Benchmark Assessments, and
grades
Group data to be collected to measure academic gains:
CAHSEE Math, CST Mathematics, Benchmark Assessments, and Illuminate Reports.
11/14/11 4
Actions to be Taken to Reach
These Goals
1
Consider all appropriate dimensions (e.g.,
Teaching and Learning, Staffing and
Professional Development)
ESLR
Start Date
2
Completion
Date
Proposed Expenditures
3 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
1,2 Fall 2011-12
Department Chair Release
Time
(2 days per DC)
3,629 EIA-SCE
Completion of the WASC Self
Study Process to determine
program needs to better meet
achievement goals
1,2,4 Fall 2011
Release Time,
Mailings, Copies
(WASC Leadership Team)
5,100 EIA-SCE
Teachers will utilize online
curricular video resources to
address the needs of 21
st
Century and visual learners.
1,3 2011-2012 Discovery United Streaming
Subscription
3,000 Discretionary
100% daily use of State / District
adopted standards -based
materials utilized during
instruction. Ancillary materials
will be used to differentiate
instruction.
1,2 On an ongoing
basis
State and District Approved
Textbooks
Centralized
Services
Centralized Services
The MHS Department Chairs will
help lead the Professional
Learning Communities in their
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
See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal.
2
List the date an action will be taken or will begin, and the date it will be completed.
3
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.
11/14/11 5
respective departments and
monitor the achievement of their
quarterly SMART goals.
collaboration
meetings
Continue academic support
assistance to support student
achievement before/after school
and during 1st and 4th block.
20% of students identified as at-
risk will participate in after-
school tutoring in core
curriculum areas for support.
Students will be identified using
a data-driven process with
formative assessment tools.
1,2,3

Teachers/Tutors
2011-12
Certified teachers extra
teacher pay / tutor pay
hourly compensation of no
more than $30.08 per hour
(Program Leaders)
36,889
21st Century Grant
Continue academic support for
students through the APEX
program
1,2,3 Teachers / Tutors
2011-12
Hourly Pay for teachers after
school
1,440 EIA-SCE
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.
1,3 Principal/Director
of Extended
Learning
Spring of 2011


Teachers,
APEX Training
APEX
32,348
125
10,000
21
st
Century
EIA-SCE
21 Century Grant
All advisory committees will meet
on a quarterly basis to
determine effectiveness of
implementing SPSA.
1,2 Administration
2011-12
Clerical support, mailings,
supplies, (ELAC, SSC, PTA) 2,000 EIA-SCE
11/14/11 6
80% of teachers will use
technology in their delivery of
instruction addressing the
technological needs of a 21
st
Century Learner and improving
student engagement
1,3,4 2011 Laptop Carts, Media Carts,
Printers, projector mounts,
student response systems
82,076 EIA-SCE
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
1,3 Principal/
Department
Chairs develop
agendas for
weekly
collaboration
Centralized Services Centralized
Services
Centralized Services
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
1,3 Ongoing N/A N/A N/A
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
1,2,3 Administrators/
Ongoing
Computer Technology to
support and facilitate efficient
walk-thru process
2,148 Discretionary
11/14/11 7
classroom instruction and
student engagement.
All Administrators will conduct
regular instructional
conversations with teachers
providing feedback following
formal and informal classroom
observations.
1,2,3 Administratiors/
Ongoing
N/A N/A N/A
Support of administration and
coordination of standardized
testing. (CELDT, CST,
CAHSEE, Benchmarks etc)
1 Assistant
Principal
Supplemental assessment
materials
1,500 EIA-SCE
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.
3,4 Staff/Parents/
Students
Project based-
Copier/Postage costs
300 EIA-SCE
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.
1,3 SST/504
Coordinator/
Counselors/
Intervention
Teacher
Intervention Teacher one
section to participation in
student reviews
(.125 FTE)
11,981 Centralized Services
Yearly data analysis of
benchmarks, CST, and
CAHSEE to determine focused
instructional areas.
1 Principal/Staff
Ongoing
Illuminate Reporting Centralized Services
Quarterly Data Analysis of
Benchmark Assessments to
determine the need for students'
remediation will be performed
by all academic area PLC's.
1,3 Staff
Fall/Winter/Spring
Illuminate Assessment
reporting Centralized Services
Teacher-prepared common 1 Teachers/ Scoring of Writing/ Centralized Services
11/14/11 8
standards-based assessments
will be administered at least
twice a semester.
Ongoing Sub release
Review, consultation, distribution
of Progress Reports & semester
grades informing parents of
their child's progress towards
meeting A-G and graduation
requirements.
1,3 Counselors /
Teachers/ 8 times
per year
CAHSEE Boot Camp - Provide
sessions for students in need of
additional CAHSEE support.
1,4 Asst. Principal /
Teachers
Extra Work Agreements for
Hourly Pay for Teachers

3,008 Discretionary
CAHSEE Goal Setting Provide
sophomores with pull-out
sessions for students in need of
additional CAHSEE support.
1,4 Asst. Principal /
Teachers
Extra Work Agreements for
Hourly Pay for Teachers
3,200 Discretionary
CAHSEE Prep After school
CAHSEE tutoring.
1,4 Teacher After-School CAHSEE Prep
Hourly Pay
2,166 (as per
M.Dawson)
21
sL
CenLury
Test Goal Setting Conversations
will take place before all testing
periods CAHSEE, CST, and
CELDT.
1,4 Counselors /
Asst. Principal /
Teachers
Seniors and Sophomores N/A
CST Provide pull-out sessions
for students in need of
additional CST support.
1,4 Teacher /
Substitute
Sub release time CST goal
setting and review sessions
5,000
1,203
Discretionary
Discretionary
Math Support Tutors to support
students in math after school.
1,4 Teachers teacher pay / tutor pay
Hourly compensation of no
more than $30.08 per hour
3,790 21
st
Century Grant
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.
1,2,3,4, Teachers PLC Professional
Development,
AP Vertical Teams
7 teachers x 15 hrs x 30.08
Travel and Supplies,
AP Conferences
3,000
3,216
995
144
Discretionary
Discretionary
Discretionary
EIA/SCE
11/14/11 9
Supplies Office supplies to
support the efforts of Goals 1
and 2.

Departmental Supplies to
support the efforts of Goals 1
and 2.
1,2,3,4 Administration /
Attendance /
Counseling
Academic
Departments
Office supplies to
support the efforts of
Goals 1 and 2. Based
on 2010-11 budget

Departmental supplies to
support the efforts
Goals of 1 and 2.
Based on Departmental
budget for 2010-11.
13,000
25,500
Discretionary
Discretionary
11/14/11 10
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
th
grade EL students scoring Proficient or above on the CAHSEE ELA. (Score of 390 or above is Proficient).
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 2009-
2010
2011-
2012
2012-
2013
GOAL
CST 4% 5% 20%
CAHSEE (10
th
gr) 2% 8% 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
11/14/11 11
Actions to be Taken to Reach This Goal
4
Consider all appropriate dimensions (e.g., Teaching
and Learning, Staffing and Professional Development)
ESLR
Start Date
5
Completion Date
Proposed Expenditures
6 Estimated
Cost
Funding
Source
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.
1,3 Fall 2011-12 12 Licenses (12 x $25)
ELD Teacher .25 FTE
375
20,127
Centralized
Services
EIA-LEP
All EL teachers will be provided release time
to attend Kate Kinsella training, learn
academic vocabulary building instruction,
and subsequent coaching.
1,2,4 ELD Teachers Release Time
Sub Pay and Coaching
620 EIA-SCE
Purchase adopted curriculum ancillary
materials in students' primary language to
greater support language learners in the
general education classroom
1 ELD Teachers Math books, dictionaries, and
workbooks in students' primary
language.
2,000 Centralized
Services
Establish, Recruit, and Maintain English
Language Advisory Committee (ELAC)
1,2,3,4 Administration
Materials, Supplies, Postage,
Copies
200 EIA-SCE
CAHSEE Boot Camp - Provide pull-out
sessions for students in need of additional
CAHSEE support.
1,4 Asst. Principal /
Teachers
Extra Work Agreements Previously
accounted
for
Discretionary
CAHSEE Provide sophomores with pull-out
sessions for students in need of additional
support for the CAHSEE.
1,4 Counselors / Asst.
Principal / Teachers
Extra Work Agreements Previously
accounted
for
Discretionary
CST Pull-Outs Provide pull-out sessions for
students in need of additional CST support.
1,4 Teacher / Substitute Sub pay CST Pull-outs for
Sophomore
Math and ELA Pull-outs
Previously
accounted
for
Discretionary
Test Goal-Setting Conversations will take
place before all testing periods CAHSEE,
1,2,3,4 Counseling N/A

4
See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal.
5
List the date an action will be taken or will begin, and the date it will be completed.
6
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.
11/14/11 12
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:
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.
11/14/11 13
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
Group data to be collected to measure academic gains:
Parent and Student School Survey, California Healthy Kids Survey (CKS), and
Illuminate Reports,
Actions to be Taken to Reach This Goal
7
Consider all appropriate dimensions (e.g.,
Teaching and Learning, Staffing and Professional
Development)
ESLR
Start Date
8
Completion
Date
Proposed Expenditures
9 Estimated
Cost
Funding
Source
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.
Measure success using survey data.
1, 3, 4
1, 3, 4
Administration/
Spring, 2012,
continue annually
Leadership and Site Council
Community Needs Assessment
AVID teacher .50 FTE
ASB/attendance
monitoring clerical support
No Additional
Costs
Centralized
Services
Continue 21
st
Century implementation to
increase academic success.
1,2,3,4 21
st
Century
Program
ASA Coordinator (.33 Oxford)
PDS (.33 Mary Dawson)
Service Learning Coyne
After School Site Directors
1,738
1,593
2,527
63,926
21st Century
21
st
Century
21
st
Century

7
See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal.
8
List the date an action will be taken or will begin, and the date it will be completed.
9
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.
11/14/11 14
(Huyett York, Garnett, Rigg)
Inter. Summer School
Supplies & Materials
Training and Conferences
CCMP Comp Priority
Transportation (AS &SS
Fieldtrips)
Student Application Newsletter
10,000
17,000
1,000
10,000
20,000
500
21
st
Century
21
st
Century
21
st
Century
21
st
Century
21
st
Century
21
st
Century
Teen Truth Live Program 1,2,3,4 21st Century
Program
Teen Truth Live Contracted
Services
4,167
2,000
21st Century
ASSETS
Fam Literacy
Family Literacy Program 1,2,3,4 ASSETS Family Literacy Program 10,000 ASSETS
Fam Literacy
Implementation of PBIS matrix to address
student behavior, academic needs, and
interventions.
1,2,3,4 PBIS Committee Clerical support 3152 EIA/SCE
Develop a plan for positive recognition for
students, staff, and administration in
addressing issues and making progress
towards improvement.
1,2,3,4 PBIS Committee PBIS Committee Meetings
Hourly Pay
Incentives
PBIS Lead / Safety Lead
3,000
2,000
2,127
Discretionary
Discretionary
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
11,481
2,000
412/ 409
1,181
EIA/SCE
EIA/SCE
EIA/SCE
Centralized
Services
Provide AVID students with 1-2 college
campus field trips to tour the facility, receive
orientation, and become familiar with the
college experience.
1,2,3,4 AVID Teachers Field Trips (Sub pay)
SF State
Carmel Authors Event
496 EIA/SCE
Link Crew orientation and year-long activities
will continue to support freshmen in their
transition
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
11/14/11 15
School Website Development and Roll-Out
Plan electronic daily bulletin will be
distributed regularly, informing the community
of important dates, activities, successes, and
needs.
1, 4 Administration Website Development Extra
Work Agreement NTE 80 hours
2,406 Discretionary
ESLR Banners promote a goal-driven,
strong and focused learning environment.
1,4 Administration Banners 1,865 Discretionary
Fall Back-to-School Night and Spring Open
House will increase parent awareness
regarding teacher expectations of their
student's academic progress
1,4 Teachers /
Administration/
Parents
Mailings / Supplies 1,000 Discretionary
Purchase of extra two-way radios to increase
the communication and safety on the MHS.
1,2,3 Administration Equipment 6 radios @ $250
each
5 radios to be purchased by
District
1500
1250
Discretionary
District
Discretionary
Initiate a College and Career Program to
assist students and families with the
connection between academics and a
successful future.
1,2,3,4 College and
Career Specialist
1 FTE College / Career
Specialist
32,163
60,311
EIA-SCE
Central
Services
Career Assessment Participate in the
research of a District wide career assessment
program to support students' investigation of
career opportunities
1,2,3,4 Counseling Career Assessment TBD Centralized
Services
Challenge Day Cultural Sensitivity Training
2-Day Program for Cultural Sensitivity and
awareness.
1,2,3,4 Administration All Students/Staff Sensitivity
Training
7,500 Discretionary
11/14/11 16
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.
Group data to be collected to measure academic gains:
CST, CAHSEE, Attendance Rates, Student Surveys, Grades, Graduation Rate, and Illuminate
Reports,
Actions to be Taken to Reach This Goal
10
Consider all appropriate dimensions (e.g.,
Teaching and Learning, Staffing and Professional
Development)
ESLR
Start Date
11
Completion
Date
Proposed Expenditures
12 Estimated
Cost
Funding
Source
All Academies will have a site- based Advisory
Board comprised of teachers, counselor,
administrator, and community members.
1,2,3 Administration,
Academy/Pathw
ay Leads
No additional
Cost
Academy
Grant

10
See Appendix B: Chart of Requirements for the SPSA for content required by each program or funding source supporting this goal.
11
List the date an action will be taken or will begin, and the date it will be completed.
12
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.
11/14/11 17
All Academy Advisory Boards will meet
biannually to discuss curriculum, monitor
student achievement, recruitment, activities
etc.
1,2,3 Administration,
Academy/Pathw
ay Leads
No additional
Cost
Academy
Grant
All Academies will create a comprehensive
recruitment plan
1,2,3 Pathway leads No additional
Cost
Academy
Grant
Development and Formalization of the CTE
Department
1 Department
Chair
Department Chair Stipend
(Coyne)
1,500 Discretionary
All established Academies will create one or
more pathway-specific courses per grade
level, with a defined career.
1,2,3 Department
Chair
Release Time
(5 teachers x 10 hrs x 30.08)
1,504 Discretionary/
Academy
Grant
All Academies and Pathways will establish
common behavioral and academic
expectations aligned with the school-wide
PBIS expectations
1,2,3 Academy Leads,
PBIS Committee
Release Time (13x30.08x 10
hrs)
Mailings, Copies
3,910
292
EIA-SCE
EIA-SCE
Newly established Academies and Pathways
will create vision and purpose aligned to their
statement for course sequences.
1,2,3 Administration,
Academy/
Pathway Leads
Release Time to develop
programs and visit established
programs
4,211 Discretionary
All Academies will establish Career Pathways
utilizing current and newly defined Career
Technical Education courses and standards
1,2,3 Administration United Streaming Subscription Cost previously
included
Discretionary
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.
1,2,3 Academy
Director
.4 FTE Acct. Clerk II
Hourly Account Clerk
12,234
2,724
Academy
Grant
(SPARC)
SPARC Academy will hire a .125 Liaison
Leader to coordinate and encourage more
SPARC students to apply to post-secondary
opportunities.
1,2,3 Academy
Director
.125 FTE Liaison Leader 3,811 Chapman
Grant
(SPARC)
SPARC Academy will purchase .125 FTE
Teacher to coordinate the Academy and the
goals set forth in their proposal to the
1,2,3 Academy
Director
.125 FTE Teacher 8,225 Academy
Grant
(SPARC)
11/14/11 18
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 Sea-
Contracted Services
5,000
9,540/ 720
3,160
Academy
Grant
(SPARC)
SPARC Academy Support materials and
technology equipment for Academy teachers
and students
1,2,3,4 Academy
Director
Supplemental Supplies for
Career Pathways Development
and supporting technology
878/ 1,535
5,766
26,689
Academy
Grant
(SPARC)
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
Field Trips -
Transportation
Sub Pay/ Extra Duty
SF Opera Guild
DeYoung Museum
Cal.Ed Theatre
Oregon Shakespeare Fest
15,000
11,121/ 248
930
410
295/75
750
Academy
Grant
(ART)
Art Careers Academy Support materials and
technology equipment for Academy teachers
and students
1,2,3,4 Academy
Director
Supplemental Supplies for
Digital Arts Career Pathway
50/ 141/ 1,165
25,615
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
1,2,3 Academy
Director
.125 FTE Teacher 12,180 Academy
Grant (ART)
MAOS Academy will purchase 1 FTE to
supplement instruction program
1,2,3 Academy
Director
1 FTE 59,221 MAOS
Donation
MAOS Academy Field Study Support 1,2,3 Academy
Director
EWA 992/ 868 MAOS
Donation
Scheduling and Opening of School
Scheduling, Freshmen Registration,
Orientation, Book and Tech Inventory, and
Opening of School activities
1,2,4 Administration,
Counselors,
Registrar,
Librarian, Office
Staff
Supplies, Clerical Support,
copies, release time or extra
work agreements
Additional Supplies
1,692/
1,320/170/
1,122/532
2000
EIA-SCE
EIA-SCE
CTE - Career Technical Education Courses
Currently Offered:
Health Careers
1,2,3,4 Teachers Current courses No Additional
Costs
General Fund
11/14/11 19
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
21
st
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
11/14/11 20
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 Allocation
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.
$159,195
Economic Impact Aid/ English Learner Program
Purpose: Develop fluency in English and academic proficiency of
English learners
$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) Allocation
21
st
Century Learning Centers Grant-Extended Learning, Equitable Access and
Family Literacy
$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
11/14/11 21
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:
Names of Members
P
r
i
n
c
i
p
a
l

C
l
a
s
s
r
o
o
m

T
e
a
c
h
e
r

O
t
h
e
r

S
c
h
o
o
l

S
t
a
f
f

P
a
r
e
n
t

o
r

C
o
m
m
u
n
i
t
y

M
e
m
b
e
r
S
e
c
o
n
d
a
r
y

S
t
u
d
e
n
t

Marcie Plummer X
Chelsea Warner X
Cathy Findley X
William Pace X
Benjamin Tackett X
Elaina Smith X
Sherry Brady X
Denise Stevens X
Doreen Gray X
Mika Boyle X
Jake Greenshield X
Jennifer Lin (Alt) X
Numbers of members of each category 1 4 1 3 3
11/14/11 22
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 Signature of school principal Date
______Chelsea Warner ____ _____________________________
__________
Typed name of SSC chairperson Signature of SSC chairperson 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 23
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?
n these PLC's 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 student's 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 CST's,
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
11/14/11 24
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. PrincipaIs' AssembIy BiII (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 PLC's where the focus is on student learning, instructional
practices, assessment, and the WASC process. Monterey High's 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 MPUSD's 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 25
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 nstructional 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, ESLR's, MPUSD's 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 PLC's,
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 26
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 27
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 school's 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 Principal's 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
PLC's 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 they've
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 28
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 29
teachers, the student, and the parent. If the intervention
recommendations are not followed or have been ineffective, then a follow-
up 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 30
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 year's program and services. All expenditures are tied
to the School Plan for Student Achievement.

11/14/11 31
2011-2012 Monterey High School Collaboration Calendar

Wednesdays Collaboration

}uly August Septembei 0ctobei Novembei Becembei }anuaiy Febiuaiy Naich Apiil Nay}une




7

Benchmaik
Bepaitment
PLCs



S

WASC Focus
uioups -
Auuing
Eviuence

2


CAHSEE
Full
Wednesday


7

WASC- Final
Reau anu Final
Eviuence Auueu






4


Winter
Break

1

Nock WASC
visitation

7

PLC- CABSEE
Test Stiategies
4


2

STARJCST
Full
Wednesday




1u

0pen B0RES.
PBIS
0iientation
14

WASC
Focus uioups


12


Fall Break
9

WASC
Follow-up
Fiom Neeting
with Boug
}ones


14

Bepaitment
PLC - Finals

11

Benchmaik
Bata Review
8

PBIS - Success
anu
Impiovements
14


CAHSEE
Full
Wednesday
11

Bepaitment
PLC
Benchmaik
Assessment
Bata Review

9







17

0pen B0RES.
PBIS
0iientation
Con't.
21
Benchmaik
Exam.
Stiategies foi
Re-Teaching

19

WASC - 0sing
Benchmaik anu
0thei Bata to
Biive
Instiuction
16

WASC- Finalize
Each Section to
Nove Foiwaiu
with 0veiall
Biaft
21

Finals Scheuule



18

Bistiict-Wiue
Collaboiation

1S

PLC- Acauemic
Language
Best Piactices
Campus Focus
21


Spring
Break

18

STAR Testing
16







24

WASC-uathei
Eviuence anu
Bepaitment
uoal-Setting
28

WASC
Focus uioups

26

Paient Teachei
Confeiences
2S


Tbanksgiving
Holiday
28


Winter
Break



2S

WASC -
Piepaiing foi
visit
22

Parent
Conferences
21, 22, 23
28


Spring
Break
2S

STARJCST
Full
Wednesday
2S

S1
WASC
0veiview,
Timeline,
Focus uioups




Su

WASC
Staff Review






29

Bepaitment
PLC







Su