high priority plan action plan

8/14/2019 High Priority Plan Action Plan

1/93

SINGLE PLAN FOR STUDENT ACHIEVEMENT

ABRAHAM LINCOLN HIGH SCHOOL

HIGH PRIORITY SCHOOLSACTION PLANS

2008 2009Implementation


2/93

SINGLE PLAN FOR STUDENT ACHIEVEMENT/HIGH PRIORITY SCHOOLS FLOWCHART

This flowchart describes the components of the action plans for high priority schools.

NEEDS ASSESSMENTThe Needs Assessment will measure the implementation status of the tactics needed to advance the seven required

strategies. Findings from the Needs Assessment will be utilized to complete the action plan components.

ACCOUNTABILITIESTargets reflect the collection of data that must be analyzed for the Strategic Plan.

Local Education Goals (i.e., AYP and AMAO) Quality Education Investment Act

STRATEGIES Strategies share and reflect the common needs of all schools and are fundamental to a schools success. The Strategic Plan is

predicated on the following strategies for school and District improvement:

A District adopted core curriculum that is California Standards aligned Focused professional development to advance instruction Leadership development and training Parent and community engagement

EXPENDITURES

Human/Fiscal Resources

Human/Fiscal Resources areservices/personnel needed for implementation of the

TACTICS

Tactics are the elements of the plan that advance the strategies.

ACTION STEPS

Action Steps serve asthe detailed processthat will lead to the

successfulimplementation of the

tactics selected.Senior highs must

consider goals and recommendations

BENCHMARKS

Benchmarks for effective

implementation of priority tactics

may be aredictor o inal

PERSON(S)

RESPONSIBLE

Person(s)responsible

determines if the Action Steps are

TIMELINE Indicate

implementationand completion

dates.

SUBGROUPS

African-American American Indian Alaskan Native Asian Filipino Hispanic/Latino Pacific Islander White

Socioeconomically Disadvantaged

r r


3/93

ACCOUNTABILITIES FOR HIGH PRIORITY SCHOOLSEnglish/Language Arts, Mathematics, Science, History/Social Science, and English Language Development

Categorical Program Monitoring: Teaching, Learning and Professional Development and Funding

The following have been provided as targets to guide the actions and resources to improve student achievement in accordance with State and Federal guidelines.

LEA Goals: AYP Goals: All students will reach high standards, at a minimum attaining proficiency or

better in English/language arts and mathematics by 2013-14. All English learners will become proficient in English within 5 6 years of

instruction. All students will graduate from high school. All schools will meet the Graduation Rate Criteria by meeting one of the

following options:Option 1: Have a graduation rate of at least 82.9Option 2: Show improvement in the rate from 2006-07 of at least 0.1Option 3: Show improvement in the average two-year graduation rate of at

least 0.2.

The percentage of SENIOR HIGH students scoring proficient or above on the10 th grade administration of the California High School Exit Exam (CAHSEE)and the California Alternative Performance Assessment (CAPA) inEnglish/Language Arts for 2008-09 will equal or exceed 44.5% and for 2009-2010 will equal or exceed 55.6%

The percentage of MIDDLE SCHOOL students scoring proficient or above onthe California Standards Test (CST) and the California Alternate PerformanceAssessment (CAPA) in English/language arts for 2008-09 will equal or exceed46.0% and for 2009-10 will equal or exceed 56.8%.

All schools will achieve a 95% participation rate for all state assessments.

AMAO Goal: 70%+ of English learners will score in the appropriate performance range on the CST for English/language arts according to the District Progress Benchmarks for

English learners. 70%+ of English learners progress one ELD level per year. 70%+ of English learners will score an overall ELD level of 4 or 5 on the CELDT after 4-5 years of ELD instruction.

All schools receiving QEIA funds must meet the following requirements: Schools receiving Regular QEIA funds must meet these additional requirements: Exceed the API growth target averaged over the first three full years of

funding Meet or exceed the Districts Teacher Experience Index Provide forty hours of professional development for teachers and

instructional paraprofessionals Ensure that each teacher in the school is highly qualified under the NCLB

Act of 2001 Increase pupil attendance and graduation rates

Reduce class size in English language arts, reading, math, science, andhistory/social science to the lesser of:

o five fewer than 2006-07 average or o 25 students per class

Maintain a pupil-to-counselor ratio of 300:1.

Schools receiving Alternative QEIA funds must meet these additional requirements: Provide a higher level of academic achievement through specific activities Address research on effective practices.


4/93

ACCOUNTABILITIES FOR HIGH PRIORITY SCHOOLSEnglish/Language Arts, Mathematics, Science, History/Social Science, and English Language Development

Categorical Program Monitoring: Teaching, Learning and Professional Development and Funding

Accountabilities for June 2008: Implement the Superintendents Strategic Plan for High Priority Schools (HPS Plan):1. All HPS schools will have a completed and approved Single Plans for Student Achievement based on their specific needs assessment;2. All HPS schools will have established baseline data for each of these tactics and set growth targets for each tactic for FY 2008-2009 through 2011-2012;3. Each of the HPS schools will have school specific performance metrics established by the Division of Accountability and System-wide Performance for FY 2008-2009 through

2011-2012 including but not limited to:

Academic

a. Growth targets in the percent proficient and advanced on the ELA CST by student subgroup(i.e., English learner, African American, Latino, students with disabilities 1)

b. Growth in the student participation rate on the ELA CST by student subgroupc. Growth targets in the percent proficient and advanced on the Math CST by student subgroup

(i.e., English learner, African American, Latino, students with disabilities)d. Growth in the student participation rate on the Math CST by student subgroupe. Decline in the percent below and far below basic on the ELA CST by student subgroup

(i.e., English learner, African American, Latino, students with disabilities)

f. Decline in the percent below and far below basic on the Math CST by student subgroup(i.e., English learner, African American, Latino, students with disabilities)g. Growth in API above 5% expected growth target (set on a school-by-school basis)h. Growth in the percentage of English learner students who move from CELDT level 3 to CELDT level 4i. Growth in the percentage of students reclassified

j. For high schools only, expected improvement in percent of first time test t akers in the 10 th grade in Classof 2008 passing the CAHSEE above rate for all schools (identified above)

1 Students with disabilities include basic category

Non-academic

a. Increase percentage of English learners who move out of ESL into core classes

b. Increase in graduation rate above rate identified for allschools

c. Improvement in student attendance by subgroups (set on aschool-by-school basis)

d. Improvement in staff (classified and certificated)attendance (set on a school by school basis)

e. Reduction in percentage of students suspended by

subgroups (set on a school by school basis)f. Reduction in the dropout rate by subgroups (set on aschool by school basis)

Accountabilities for 2008-2009: Complete first year of implementation of the Strategic Plan for HPS, including but not limited to the following:1. All HPS schools will demonstrate growth or improvement that meets or exceeds their targets for at least one of the tactics implemented for each of the seven Plan

strategies

2. All HPS schools will demonstrate growth in percent proficient and above on the ELA CST for at least two of the following subgroups in ELA:(a) African-American students (b) Latino students (c) English learners (d) Students with disabilities3. All HPS schools will demonstrate that they did not experience a decline in the percentage of students who are proficient and above for the other subgroups on the ELA CST4. All HPS schools will demonstrate growth in percent proficient and above on the Math CST for at least two of the two following subgroups:

(a) African-American students (b) Latino students (c) English learners (d) Students with disabilities5. All HPS schools will demonstrate that they did not experience a decline in the percentage of students who are proficient and above for the other subgroups on the Math CST6. All HPS schools will demonstrate growth or improvement for three of the remaining, academic performance metrics established by the Division of Accountability and

System-wide Performance7. All HPS schools will demonstrate growth or improvement for at least three of the seven remaining, non-academic performance metrics established by the Division of

Accountability and System-wide Performance8. All HPS schools will demonstrate increase in their use of data to improve instruction9. All HPS schools will demonstrate improvement in the use of standards-aligned, District adopted and created curriculum in English, English as a Second Language,

Mathematics, Science, and Social Studies and a reduction in the use of non-standards aligned curriculum10. All HPS schools will demonstrate improved use of resources to align to priorities established in the SPSA (e.g.):

(a) Improved use of time during the school day (b) Improved use of personnel to support instruction (c) Improved use of fiscal resources to support instruction. (6/2008)


5/93


6/93


7/93

English/Language Arts Action PlanCategorical Program Monitoring: Teaching, Learning and Professional Development and Funding

List which Expected Schoolwide Learning Results (ESLRs) supportthe goals (Senior High ONLY):

List the WASC Recommendations that correspond with the KeyFindings. (Senior High ONLY)

Literacy: Lincoln High School students will have the literacy skills necessary for intellectual, cultural, and personal achievement.

Technology: Lincoln High School students will be technologically literate andprepared to succeed in our modern world

#4. All departments consistently develop and implement use of diversifiedinstructional strategies to address differences in student learning styles.#5. The administration and staff develop a coordinated plan to provide

remediation for students not demonstrating mastery of standards or grade levelproficiency on the CST, CAHSEE, and Lincoln course requirements.

STRATEGY ONE: CURRICULUM

Strategy 1: Use a research-based, coherent, and rigorous standards-based curriculum that meets theneeds of diverselearners as a tool that ensures they will be college-prepared and career-ready


8/93

English/Language Arts Action Plan: STRATEGY ONE: CURRICULUM1.TACTIC:Implement the California Standards-based, Research-supported Core Curriculum in English Language Arts, English

as a Second Language, Mathematics, Science and Social Studies

Priority Tactics Action Steps Subgroup Benchmarks ResponsiblePerson(s)

ExpendituresHuman/Fi

scal Resource

s

Cost

Fundi ng

Source

Timel ine

1.1.1 Implement theCalifornia Standards-based, Research-supported CoreCurriculum in ELA (i.e.,Instructional Guides,concept lessons,explicit rubrics, qualityformative andsummative written andoral feedback, periodicassessments, andadditional curriculum

based measures, andstate/district adoptedstandards alignedtextbooks)

1.1.1.1 Content area teams (PLCs)for each Small Learning Communitywill implement the CaliforniaStandards-Based, Researchsupported core curriculum in ELA(using listed to the left) in themanner that most effectivelypromotes student achievement forproficient and non-proficientstudents and allows them to benefitfrom the specific attributes of theSLC. (WASC #7)

ELA 9-12,All Students

* Demonstrate anincrease of 5%growth on API for2008-2009.

Contentlearningteams,English

Administrator, SAITAdministrator,

X TimeSub timeFacilityRental

Conferences

Administrator

120K

30K

126K

SAITQEIAPI

QEIA/SAITSAIT/QEIA

June2009

1.1.1.2 Build common agreementsand clear expectations aroundimplementation of the districtsinstructional guide; includingidentification of materials, pacing,and internal assessment tools toimprove overall studentachievement. (SAIT)

ELA, 9-12,All Students

See above EnglishDepartmentAdministrator, SAITAdministrator, Contentlearningteams,English

faculty


(seeabove)

SAITBuy-Back

January2009

1.1.1.3 Ensure that all ELA teachers,including teachers with studentswith disabilities, have allcomponents of the grade levelinstructional materials includingadequate numbers of supplementalmaterials aligned to the core texts(SAIT)


See above EnglishAdministrator, Englishdepartmentchair,Contentlearningteams,literacycoaches

N/A10K

DistrictEL

T-1QEIA

June2009

1.1.1.4 Develop a monitoring system

to ensure that district adoptedinstructional materials are used in 9 th

ELA, 9-12,

All Students

See above. Administrati

ve team,SAIT

N/C SAIT June

2009Abraham Lincoln High School High Priority Plan 2


9/93

English/Language Arts Action Plan: STRATEGY ONE: CURRICULUM1.TACTIC:Implement the California Standards-based, Research-supported Core Curriculum in English Language Arts, English




scal Resource

s

Cost

Fundi ng

Source

Timel ine

1.1.1 Implement theCalifornia Standards-based, Research-supported CoreCurriculum in ELA (i.e.,Instructional Guides,concept lessons,explicit rubrics, qualityformative andsummative written andoral feedback, periodicassessments, andadditional curriculum


1.1.1.1 Content area teams (PLCs)for each Small Learning Communitywill implement the CaliforniaStandards-Based, Researchsupported core curriculum in ELA(using listed to the left) in themanner that most effectivelypromotes student achievement forproficient and non-proficientstudents and allows them to benefitfrom the specific attributes of theSLC. (WASC #7)

ELA 9-12,All Students

* Demonstrate anincrease of 5%growth on API for2008-2009.

Contentlearningteams,English

Administrator, SAITAdministrator,


Conferences

Administrator

120K

30K

126K

SAITQEIAPI

QEIA/SAITSAIT/QEIA

June2009

1.1.2 Implementculturally relevant andresponsive pedagogythat addresses theneeds of: Englishlearners, includingRFEPS, StandardEnglish learners,Students with

Disabilities

1.1.2.1 Teachers will select culturallyrelevant materials to enhance theimplementation of EL and literacystrategies for the English learners,RFEPs, Standard English learners,and Students with Disabilities toimprove overall student achievement


* Demonstrate 5%growth on the ELACST for bothproficient and non-proficient studentsby Sept 2009.

ELAAdministrator, ELCoordinator, literacycoaches,Englishfaculty

X timeSub

10K QEIAEL

T-1

Sept2009

Abraham Lincoln High School High Priority Plan 3


10/93

English/Language Arts Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics, Science, and Social

Studies are aligned to state standards

Priority Tactics Action Steps Subgroup Benchmarks

Responsi ble

Person(s )

Expenditures

Human/Fiscal

ResourcesCost

Fundi ng

Source

Timeli ne

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects,including: Englishlearners, includingRFEPS, StandardEnglish learners,Students with

Disabilities

1 2.1.1 Continue implementation of district-developed interventionprograms: Read 180 StrategicLiteracy, double-block EnglishLanguage Skills class, RSP LearningCenter supporting students withdisabilities students, RequiredLearning Academy, ExtendedLearning Academy, and CAHSEE BootCamp to improve studentachievement.

AllStudents, 9-12

* Demonstrate 5%growth on the ELACST for bothproficient and non-proficient studentsby Sept. 2009.

Principal,EnglishAdministrator, MathandEnglishdepartment chairs,Math andEnglishCoaches

Materials 20K QEIAEL

Sept2009

1.2.1.2 Continue current CAHSEEpreparation/intervention programsand develop strategies to increaseeffectiveness and attendance inexisting and future programs.

10-12 th

gradestudentswho havenot passedthe CAHSEE

* Demonstrate 5%increase onpassage of theCAHSEE and 5%increase in thenumber of studentsoverall scoringproficient on theCAHSEE and withinstudents withdisabilities and EL

subgroups by June2009.

Principal,Administrator incharge of CAHSEEprograms

Leadership Team

N/A N/A February 2009

June2009



11/93




Responsi ble

Person(s )

Expenditures

Human/Fiscal

ResourcesCost

Fundi ng

Source

Timeli ne


Disabilities


AllStudents, 9-12




Sept2009

1.2.1.5 Develop and embedcurricular interventions for EL andspecial education students by:

a) Provide detailed rosters of identified EL and special ed students,including reading scores/levels.b) Develop and embed data-drivenliteracy and ELD strategies (forexample, pre-reading vocabulary,post-reading strategies, advanced

organizers, semantic mapping,accountable talk, drawingconclusions, multi-sensory lessondesign)c) Provide teaching assistants forstudent support when appropriate.d) Investigate comprehensiveresearch-based reading program (i.e.focused on high-interest non-fictionwith built-in assessment).

* ELA, 9-12,All Students

* EL andstudentswithdisabilitiesstudents inregular ELAEnglishclasses

* Meet AYP and APItargets.* Demonstrate 5%growth on the ELACST for bothproficient and non-proficient studentsby Sept 2009.

ELAAdministrator, ELCoordinator, literacycoaches,Librarian,Englishfacultyand TAs

X Time 20K ELQEIA

June2009

TAs andEd. Aide IIs

ReadingProgram

Copier rental&maintenance

100K 105K

40K

18K 22K

T-1 T-1,N-StateQEIA

QEIA

T-1 T-1

Sept2009

1.2.1.6 Administer reading test(GATES or alt ernative) at beginningof school year (and at the end of the

All students See above. Administrative team,Literacy

Materials 1K T-1 Sept.2008



12/93




Responsi ble

Person(s )

Expenditures

Human/Fiscal

ResourcesCost

Fundi ng

Source

Timeli ne


Disabilities


AllStudents, 9-12




Sept2009

year for evaluation, possibly as partof final exam) in all ELA classes todetermine grade equivalent reading,distribute results with rosters to allcore teachers and each SLC developsand implements a literacy plan,which creates a climate forsupporting the value of reading andwriting and adopting commonstrategies that will be used acrossthe SLC.

coaches,SLC Lead

Teachers,ELAfaculty

1.2.1.7 Students, includingunderperforming students, will utilizelibrary/library media and computerlabs during the school day as well asbefore and after school. Researchskills and non-fiction reading will beemphasized.

All students See above Librarian, TechnologyCoordinator,

Technician(MSA)

Libraryaide

Library aide

LibraryBooks/supplies

LibraryEquipment

Laptop Cartor other

43K

33K

5K

150K

N-EL/SLIP

N539

SLIP

QEIA

June2009



13/93




Responsi ble

Person(s )

Expenditures

Human/Fiscal

ResourcesCost

Fundi ng

Source

Timeli ne


Disabilities


AllStudents, 9-12




Sept2009

T-1 Coord,Librarian,

Techcoord,Libraryaide

equip perSLC

X timeClerical OT

22K 2K

T-1/PIQEIA

1.2.1.8 Continue implementation of Bridge Program for incomingunderperforming students

Incoming9 th graders

See above. EnglishAdministrator, RLAAdministra

tor,Englishfaculty

Xtime/clericalOT

Curriculartrips

15K

3K

QEIA/SAIT

T-1

Sept.2008/

June2009

1.2.2 Implementtargeted, research-based literacyintervention programsfor underperformingstudents withdisabilities (ModifiedConsent Decree,Outcome 2)

1.2.2.1 Increase the number of academic interventions (readingcomprehension classes) during theschool day to increase studentachievement.

Studentwithdisabilities

* Demonstrate 5%growth on the ELACST for studentswith disabilities bySept 2009.

APSCS,Contentlearningteams,ELAteachers

Materials 5K QEIA Sept2009



14/93




Responsi ble

Person(s )

Expenditures

Human/Fiscal

ResourcesCost

Fundi ng

Source

Timeli ne


Disabilities


AllStudents, 9-12




Sept2009

1.2.3 ImplementCAHSEEpreparation/intervention programs asappropriate at middleand high school

1.2.3.1 Continue the after-schoolCAHSEE interventions and increasethe number of CAHSEE interventionsduring the school day.

Allstudents,10-12, andstudentswhohaventpassedCAHSEE

* Demonstrate a5% increase in thepassage rate of theELA portion of theCAHSEE by June2009

APSCS,Englishand Mathteachers,RLA/ELAAdministrator

Materials 2K QEIA June2009



15/93

English/Language Arts Action Plan: STRATEGY ONE: CURRICULUM3. TACTIC: Provide Expanded Curricular Opportunities for Students

Priority Tactics Action Steps Subgroup BenchmarksResponsib

lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.3.1 Increase

educational alternativeoptions for students atrisk of school failureand non-passage of CAHSEE

1.3.1.1 Embed CAHSEE prep into the

double-block English class and in 10th

grade English classes.

10 th grade

students

* Meet AYP target. Administra

tive Team,9 th /10 th

gradeEnglishteachers,literacycoaches

Materials

XTime

Administrator

5K

5K

76K

T-1

QEIA

QEIA

June

2009

1.3.1.2 Develop a plan to maximizestudent participation in Beyond theBell, CAHSEE ELA classes, andsupplemental services. [ WASC VCR

pg. 20]

10-12th ELstudentswhohaventpassed

CAHSEE

* Demonstrate a5% increase in theCAHSEE passagerate for the ELAportion by Sept

2009.

RLAAdministrator,

TestingCoordinat

or,Interventionteachers

Ed. AideOffice tech

Testingcoord.

15K 45K 87K

T-1QEIAQEIA

Sept2009



16/93

Mathematics Action PlanCategorical Program Monitoring: Teaching, Learning and Professional Development and Funding





B1. Ensure that the intended standards-based curriculum is the taughtcurriculum to support students literacy and numeracy success.D2. All staff need training in how to access the student data at the site, how to

interpret data, and how to use the data to inform student performance.

STRATEGY ONE: CURRICULUMStrategy 1: Use a research-based, coherent, and rigorous standards-based curriculum that meets the

needs of diverse learners as a tool that ensures they will be college-prepared and career-ready



17/93

Mathematics Action Plan: STRATEGY ONE: CURRICULUM1.TACTIC:Implement the California Standards-based, Research-supported Core Curriculum in English Language Arts, English



lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.1.1 Implement theCalifornia Standards-based, Research-supported CoreCurriculum inMathematics (i.e.,Instructional Guides,concept lessons,explicit rubrics, qualityformative andsummative written andoral feedback, periodicassessments, and

additional curriculumbased measures, andstate/district adoptedstandards alignedtextbooks)

1.1.1.1 Identify and articulate thenecessary standards, concepts andskills for embedded intervention inAlgebra 1, Geometry, and Algebra 2to improve student achievement.(SAIT)

Through professional developmentprovided by SAIT, math departmentwill: a) create interim assessments b)identify student weaknesses forembedded intervention c) developdepartment lessons and strategies,including technology, to addressstandards 3) measure effectiveness of strategies. (WASC #7)

Allsubgroups

* Demonstrate anincrease of 5%growth on API for2008-2009.* Exceed averagegrowth API targetby 2011.

MathAdministrator, Mathcoaches,mathfaculty

2 MathCoaches

Textbook/materials fortutorial class

PD time forMathteachers

Conferences

N/A

30K

50K

30K

District

QEIA

SAITQEIA

QEIA/SAIT

Sept2009

1.1.1.2 Math teachers will supportliteracy through a common writingrubric (such as Lincoln paragraph.(WASC #7)

Allsubgroups

See above. MathAdministrator,literacycoaches,mathfaculty

X Time 1K SAIT February 2009

1.1.2 Implementculturally relevant andresponsive pedagogythat addresses theneeds of: Englishlearners, includingRFEPS, StandardEnglish learners,Students withDisabilities

1.1.2.1 Utilize technology, culturallyrelevant strategies, and hands-onlessons to engage all studentpopulations, including EL, SPED, andstudents with disabilities (Word Walls,Graphic organizers, Concept Maps,math manipulative, EL studentresource supplemental, Math Journals,calculators, UBD Lessons, PowerPointpresentations)

Allsubgroups * Demonstrate 5%growth on the MathCST for bothproficient and non-proficient studentsby Sept 2009.

MathAdministrator, Mathcoaches,mathfaculty,math TAs,

TechnologyCoordinator

X Time/Subs 10K SAITQEIA Sept2009



18/93

Mathematics Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics,

Science, and Social Studies are aligned to state standards


Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects,including: Englishlearners, includingRFEPS, StandardEnglish learners,

Students withDisabilities

1.2.2.1 Evaluate alternative schedules(block scheduling, twilight,before/after school, Saturday classes)to allow for common planning timeand implementation of SLC objectives.Continue implementation of Math

Tutorial program for underperformingstudents. (SAIT) (WASC #6)

Allsubgroups * Demonstrate 5%growth on theMath CST for bothproficient andnon-proficientstudents by Sept2009.

Administrative teams,SLC Leads,faculty

-- N/C --- Sept2009

1.2.2.2 Additional paid professionaldevelopment time beyond the schoolday devoted to SLC and departmentalplanning time. (WASC #6)

Allsubgroups

See above. Administrative teams,Mathdepartmentchair,matchcoaches,SLC Leadteachers,mathfaculty

X Timesubs

50K QEIA/PI/EL

June 09

1.2.2.3 Data team will provide timelyand synthesized data forunderperforming students, ELstudents, and students withdisabilities students. (WASC #1)

Allsubgroups

See above MathAdministrator, Mathcoaches,mathfaculty

X Time 5K EL Sept.08

1.2.2.4 Use software (such asCarnegie) to support students withdisabilities/EL students in mathclasses

Allsubgroups

See above Mathadministrator,


Software(materials/equipment)

1K QEIA June 09



19/93




Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine







-- N/C --- Sept2009

, Technician(MSCC),mathcoaches

1.2.2.5 Provide human, fiscal andmaterial resources to assist studentswho may require additional time andpractice to master Algebra 1,Geometry and Algebra 2 standards.(SAIT)

See above Teachingassistants

$38K $76K

T-1EL

June2009

1.2.2 Implementtargeted, research-based literacyintervention programsfor underperformingstudents withdisabilities (ModifiedConsent Decree,Outcome 2)

1.2.2.1 Implement TI Interactiveschool site license to complement theuse of graphing calculators in theclassroom and help students to accesscontent standards in Algebra 1,Geometry, and Algebra 2.

Studentswithdisabilities

* Demonstrate 5%growth on theMath CST forstudents withdisabilities by Sept2009.

MathAdministrator, SWDAdministrator, Mathcoaches,mathfaculty,


Software 10K QEIA Sept2009



20/93




Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine







-- N/C --- Sept2009

1.2.2.2 Incorporate additional literacysupport for underperforming students,including Word Walls, Math journals,concept maps, and accountable talk.(WASC #7)

Studentswithdisabilities

See above MathAdministrator, Mathcoaches

Math Coach

Materials

N/A

10K

District

EL

Nov.2008

1.2.2.3 Continue implementation of Bridge Program for incoming

underperforming students

Incoming9 th grade

students

* Demonstrate 5%growth on the

Math CST for bothproficient andnon-proficientstudents by Sept2009.

RLAAdministrat

or

X Time 25K QEIA Sept2009

1.2.3 ImplementCAHSEEpreparation/intervention programs asappropriate at middleand high school

1.2.3.1 Embed CAHSEE prep into thepacing plan for all math classes

AllSubgroups

* Meet AYPtargets.* Demonstrate a5% increase in theCAHSEE overallpassage rate forthe Math portionby June 2009.

Mathadministrator, Mathcoaches,mathfaculty

CoachesMaterials

5K T-1 June2009



21/93




Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine







-- N/C --- Sept2009

1.2.3.2 Develop a plan to maximizestudent participation in Beyond theBell, CAHSEE ELA classes, andsupplemental services. [ WASC VCR

pg. 20]

AllSubgroups

See above. RLAAdministrator, TestingCoordinator,interventionprogram

teachers

See ELA February 2009



22/93

Mathematics Action Plan: STRATEGY ONE: CURRICULUM3. TACTIC: Provide Expanded Curricular Opportunities for Students


lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.3.1 Increaseeducational alternativeoptions for students atrisk of school failureand non-passage of CAHSEE

1.3.1.1 Provide alternative coursesthat will help students meet the threeyear requirement in math asstipulated in the A-Gs, includingStatistics, Linear Algebra, andDiscrete Math.

Allsubgroups

* Meet 3% increase intargeted graduationrate.* Demonstrate a 5%increase in theCAHSEE overallpassage rate for theMath portion by June2009.



1.3.1.2 Evaluate the offering of aMESA class (students will be able toapply their knowledge of math and

science to work on MESA projects) andan interdisciplinary course combiningphysics and Algebra in the 9 th , 10 th ,and 11 th grade

Allsubgroups

See above. MathAdministrator, math

coaches

Materials 3K QEIA Sept.2008

1.3.1.3 Augment district quarterlyassessments with assessment datafrom the MDTP program (offered byUCLA) providing additionalassessment data to guide instructionof the math curriculum. (WASC #1)

Allsubgroups

See above. MathAdministrator, mathcoaches,mathfaculty

X time/Subs

10K SAIT T-1

June2009

1.3.1.4 Continue training to developclear expectations for thecollaborative co-teaching modelbetween Students with disabilities andmath teachers.

Allsubgroups

See above. MathAdministrator,SpecialEd.Administrator,SpecialEd. andmathteachers

X Time 5K SAIT June2009



23/93

Mathematics Action Plan: STRATEGY ONE: CURRICULUM3. TACTIC: Provide Expanded Curricular Opportunities for Students


lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine


1.3.1.1 Provide alternative coursesthat will help students meet the threeyear requirement in math asstipulated in the A-Gs, includingStatistics, Linear Algebra, andDiscrete Math.

Allsubgroups

* Meet 3% increase intargeted graduationrate.* Demonstrate a 5%increase in theCAHSEE overallpassage rate for theMath portion by June2009.



1.3.1.2 Evaluate the offering of aMESA class (students will be able toapply their knowledge of math and

science to work on MESA projects) andan interdisciplinary course combiningphysics and Algebra in the 9 th , 10 th ,and 11 th grade

Allsubgroups

See above. MathAdministrator, math

coaches

Materials 3K QEIA Sept.2008

.3.1.5 Coordinate and maximize allavailable resources, including the useof teaching assistants and technologyresources, for math support asidentified by the student achievementdata.

Allsubgroups

See above. Title ICoordinator, Mathcoaches,Mathfaculty


TAsCoaches,

Tech.Coordinator

38K N/A95K

T-1DistrictQEIA

June2009

2.3.1.6 Provide training and follow-upsupport for implementation of differentiated instruction in Algebra 1,Geometry, and Algebra 2.

Allsubgroups

See above. MathAdministrator, Mathcoaches,Mathfaculty

XTime 5K QEIA June2009



24/93

Science Action PlanCategorical Program Monitoring: Teaching, Learning and Professional Development and Funding





B1. Ensure that the intended standards-based curriculum is thetaught curriculum to support students literacy and numeracysuccess.

C2. There is a need to define and reinforce best practices from yearto year. This requires time within the school day for teaching tocollaborate.D5. Science and Social Studies need to develop interim assessments.


Strategy 1: Use a research-based, coherent, and rigorous standards-based curriculum that meets theneeds of diverse learners as a tool that ensures they will be college-prepared and career-ready



25/93

Science Action Plan: STRATEGY ONE: CURRICULUM1.TACTIC:Implement the California Standards-based, Research-supported Core Curriculum in English Language Arts, English



Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.1.1 Implement theCalifornia Standards-based, Research-supported CoreCurriculum in Science(i.e., InstructionalGuides, conceptlessons, explicit rubrics,quality formative andsummative written andoral feedback, periodicassessments, andadditional curriculum


1.1.1.1 Science content teamswill set clear departmentalexpectations in regards toimplementing district-based,standards-based curriculum inall science classes to improvestudent achievement. (WASC#7)

All subgroups * Demonstrate anincrease of 5% growthon Science portion of the CST for proficientand non-proficientstudents by Sept2009.

ScienceAdministrator, Sciencechair,sciencefaculty,teachingassistants

1.1.1.2 All science classes willdemonstrate adherence to theInstructional Guides providedby the District Science Branch.(WASC #7)

All subgroups See above. ScienceAdministrator, Sciencechair,sciencefaculty,teachingassistants

1.1.1.3 Utilize and coordinatedistrict pacing plans, units,common formativeassessments and gradingrubrics for every sciencesubject. Departmentalmeetings (PD) to review data.(WASC #7)

All subgroups See above. ScienceAdministrator, Sciencechair,sciencefaculty,teachingassistants

1.1.1.4 Science teachers willdedicate time to meet inprofessional learningcommunities for collaborativeplanning, evaluation of

All subgroups See above. ScienceAdministrator, Sciencechair,science

Planningtime todeveloppacing plans,commonassessmentsand gradingrubrics,commonunits.

-Increaseannualscience IMAbudget to$10,000 topurchase andrepair labequipment/materialsand replaceconsumableitems

-Provide eachclassroom/storeroomwith thenecessarysafetyupgrades(eyewashstations,bracing forchemicalcabinets,cabinetryupgrades formoreefficient andsafe use of

50K

10K

EL T-1QEIA

T-1

Sept2009

N/C District June2009

5K XTime

T-1QEIA

February 2009

6K Trips3K

admission

N-State,N-EL

February 2009

5K EL Twice ayear/

June2009

N/C District June2009



26/93



27/93

Science Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics,



Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects,including: Englishlearners, RFEPS,Standard Englishlearners, Students withDisabilities.

1.2.1.1 Student support inclassroom using supplementalcurriculum and contentstandards-based laboratoryactivities for studentachievement.

All subgroups * Demonstrate 5%growth on theScience CST forboth proficientand non-proficientstudents by Sept2009.

ScienceAdministrator,Science leads,sciencefaculty

1.2.1.2 Provide teacher-directed after-school tutoring(subject specific and/or mathbased).

All subgroups See above. ScienceAdministrator,Science leads,sciencefaculty

1.2.1.3 Continued peer-tutoring programs coordinatedthrough the UPP SLC.


1.2.1.4 Coordinatedepartmental and SLC plansto implement literacystrategies (literacy ESLR)adapted for science.


1.2.1.5 Develop assignmentswhich emphasize researchskills and non-fiction readingto encourage students,including underperformingstudents, to utilizelibrary/library media andcomputer labs during the

All subgroups See above. ScienceAdministrator,TechnologyCoordinator,Librarian,teachingassistant,science

X Time fortutoring inscience. -Professionaldevelopmentprovided forscience-specificliteracystrategies.-Fundsprovided forspecificliteracysupplemental materials,such as testkits,periodicalsubscriptions, sciencedictionaries

T-1 Sept2009

Includedinabove

T-1QEIAEL

June2009

Includedinabove

T-1QEIAEL

June2009

Includedinabove

T-1QEIAEL

June2009

SeeELA

--- June2009

Includedinabove

T-1QEIAEL

Sept.2008

Includedin

T-1QEIAEL

Sept.2008



28/93

Science Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics,



Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects,including: Englishlearners, RFEPS,Standard Englishlearners, Students withDisabilities.

1.2.1.1 Student support inclassroom using supplementalcurriculum and contentstandards-based laboratoryactivities for studentachievement.

All subgroups * Demonstrate 5%growth on theScience CST forboth proficientand non-proficientstudents by Sept2009.

ScienceAdministrator,Science leads,sciencefaculty

1.2.1.2 Provide teacher-directed after-school tutoring(subject specific and/or mathbased).


1.2.1.3 Continued peer-tutoring programs coordinatedthrough the UPP SLC.


1.2.1.4 Coordinatedepartmental and SLC plansto implement literacystrategies (literacy ESLR)adapted for science.


1.2.1.5 Develop assignmentswhich emphasize researchskills and non-fiction readingto encourage students,including underperformingstudents, to utilizelibrary/library media andcomputer labs during the

All subgroups See above. ScienceAdministrator,TechnologyCoordinator,Librarian,teachingassistant,science

X Time fortutoring inscience. -Professionaldevelopmentprovided forscience-specificliteracystrategies.-Fundsprovided forspecificliteracysupplemental materials,such as testkits,periodicalsubscriptions, sciencedictionaries

T-1 Sept2009

Includedinabove

T-1QEIAEL

June2009

Includedinabove

T-1QEIAEL

June2009

Includedinabove

T-1QEIAEL

June2009

SeeELA

--- June2009

Includedinabove

T-1QEIAEL

Sept.2008

Includedin

T-1QEIAEL

Sept.2008



29/93

Science Action Plan: STRATEGY ONE: CURRICULUM3. TACTIC: Provide Expanded Curricular Opportunities for Students


Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine


1.3.1.1 Embed CAHSEE prep.into science classes.

All subgroups * Meet AYPtargets.* Demonstrate a5% increase in theCAHSEE overallpassage rate by

June 2009.

Administrator,Interventionclass teachers

June2009

1.3.1.2 Develop a plan tomaximize student participationin Beyond the Bell, CAHSEEELA classes, and supplementalservices. [ WASC VCR pg. 20]

10-12 th gradestudents whohave notpassed CAHSEE

See above. Administrator,Interventionclass teachers

See ELA June2009



30/93

History/Social Science Action PlanCategorical Program Monitoring: Teaching, Learning and Professional Development and Funding






C2. There is a need to define and reinforce best practices from yearto year. This requires time within the school day for teaching tocollaborate.D5. Science and Social Studies need to develop interim assessments.





31/93


32/93


33/93

History/Social Science Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics,


Priority Tactics Action StepsSubgr oups Benchmarks

Responsi ble

Person(s )

Expenditures

Human/Fiscal

ResourcesCost

Fundi ng

Source

Timeli ne

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects,including: Englishlearners, includingRFEPS, StandardEnglish learners, andstudents with

Disabilities

1.2.1 Social studies teachers willidevelop and mplement a curricularintervention program for studentsFBB, BB and Basic iin History classes.a) Identify student needsb) Research best practicesc) Decide on departmental bestpracticesd) Develop teacher skills in thoseareas through PDe) develop interim assessments tomeasure effectiveness of thisprogram. (WASC 2 ,4)

:Englishlearners,includingRFEPS,StandardEnglishlearners, andstudents with

Disabilities

* Demonstrate 5%growth on the SocialStudies CST for bothproficient and non-proficient students bySept 2009.

SocialStudiesadministrator, socialstudiesteachers

X TimeMaterials

10K 1K

PI,QEIAEL, T-1

Sept2009

1.2.2.6 Provide detailed rosters of identified EL and special ed students,including reading scores/levels.

Studentwithdisabilities

See above. SocialStudiesAdministrator, ELCoordinator

-- N/C -- September2008

1.2.2.7 Develop assignments whichemphasize research skills and non-fiction reading to encourage students,including underperforming students,

to utilize library/library media andcomputer labs during the school dayas well as before and after school.

Allsubgroups

See above SocialStudiesAdministrator,

TechnologyCoordinator,Librarian,teachingassistant,scienceteachers

See ELA ---- --- June2009

1.2.3 ImplementCAHSEEpreparation/intervention programs as

1.2.3.1 Social studies teachers willreview CAHSEE sample questions withstudents.

Allsubgroups

* Meet AYP Targets

* Demonstrate a 5%increase in the

SocialStudiesAdministrator,

X Time 5K QEIA March2009



34/93

History/Social Science Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics,


Priority Tactics Action StepsSubgr oups Benchmarks

Responsi ble

Person(s )

Expenditures

Human/Fiscal

ResourcesCost

Fundi ng

Source

Timeli ne

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects,including: Englishlearners, includingRFEPS, StandardEnglish learners, andstudents with

Disabilities

1.2.1 Social studies teachers willidevelop and mplement a curricularintervention program for studentsFBB, BB and Basic iin History classes.a) Identify student needsb) Research best practicesc) Decide on departmental bestpracticesd) Develop teacher skills in thoseareas through PDe) develop interim assessments tomeasure effectiveness of thisprogram. (WASC 2 ,4)

:Englishlearners,includingRFEPS,StandardEnglishlearners, andstudents with

Disabilities

* Demonstrate 5%growth on the SocialStudies CST for bothproficient and non-proficient students bySept 2009.

SocialStudiesadministrator, socialstudiesteachers

X TimeMaterials

10K 1K

PI,QEIAEL, T-1

Sept2009

appropriate at middleand high school

1.2.3.2 Incorporate CAHSEE-like non-fiction reading selections in socialstudies classes.

CAHSEE overallpassage rate.

LiteracyCoach &SocialStudies

Teachers

History/Social Science Action Plan: STRATEGY ONE: CURRICULUM3. TACTIC: Provide Expanded Curricular Opportunities for Students

Priority Tactics Action Steps Subgroup

BenchmarksResponsib

lePerson(s)

Expenditures

Human/Fis

cal Resources

C

ost

Fundi ng

Source

Timel

ine


1.3.1.1 Develop a plan to maximizestudent participation in Beyond theBell, CAHSEE ELA classes, andsupplemental services.

Allsubgroups

* Demonstrate a 10%increase inparticipation of intervention programsby June 2009.

Administrator,Intervention classteachers

Office Techforinterventionprograms

Materials

48K

5K

QEIA

QEIA

June2009



35/93

English Language Development Action PlanCategorical Program Monitoring: Teaching, Learning and Professional Development and Funding






C2. There is a need to define and reinforce best practices from yearto year. This requires time within the school day for teaching tocollaborate.





36/93

English Language Development Action Plan: STRATEGY ONE: CURRICULUM1.TACTIC:Implement the California Standards-based, Research-supported Core Curriculum in English Language Arts, English



lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.1.1 Implement theCalifornia Standards-based, Research-supported CoreCurriculum in ESL (i.e.,Instructional Guides,concept lessons,explicit rubrics, qualityformative andsummative written andoral feedback, periodicassessments, andadditional curriculumbased measures, andstate/district adoptedstandards alignedtextbooks.)

1.1.1.1 Continue with successfulimplementation of High PointCurriculum in ESL classes. (SAIT)

ESLstudents

* Ten percent increasein the number of ELstudents who progressone ELD level per year* Demonstrate anincrease of 5% growthon API for 2008-2009.*Meet AYP target2008-2009

ELDadministrator and ELCoordinator, ESLteachers

SubsXTime 20K T-3 June2009

1.1.1.2 Develop consistency andcoherence in ELS instructionalProgram. (SAIT()

ELs(UnderperformingPRPs)

* Demonstrate anincrease of 5% growthon API for 2008-2009.*Meet AYP target2008-2009

ELAdministrator, ELCoordinator, ELSteachers

SubsXtime

10K T-3EL

June2009

1.1.2 Implementculturally relevant andresponsive pedagogythat addresses theneeds of: Englishlearners, includingRFEPS, StandardEnglish learners,Students withDisabilities

1.1.2.1 Select culturally relevantmaterials to include in coursecurriculum to address our diversepopulation. Teachers will implementliteracy and EL strategies for Englishlearners, RFEPs, Standard Englishlearners, Students with Disabilities.

Teacher assistants will provide supportas necessary.

ELStudents

* Demonstrate 5%growth on the ELACST for EL students bySept 2009.

ELDadministrator, ELCoordinator, ELDteachers

Materials 10K EL Sept2009



37/93

English Language Development Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics,


Priority Tactics Action Steps Subgroup BenchmarksResponsible

Person(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects, includingEnglish learners,including RFEPs.

1.2.1.1 Ensure that all ELS teachershave all the components of theinstructional materials for ELS classes.(SAIT)

ELstudents

See above ELDadministrator, ELCoordinator,ELD

Teachers

N/C N/C Sept.2008

1.2.1.2 Provide more accessiblereading materials and readingstrategies that support strugglingreaders (EL and Special Ed) (WASC p.192).

ELstudents

See above. ELDadministrator, ELCoordinator,ELD

Teachers

Books 10K QEIA Sept2008

1.2.1.3 Increase exposure to highinterest non-fiction readingopportunities (in preparation of CAHSEE) (WASC p. 192).

ELstudents

* Demonstrate 5%growth in ELACAHSEE for ELstudents by June2009.


Materials 10K ELQEIA

June2009

1.2.1.4 Develop assignments whichemphasize research skills and non-fiction reading to encourage students,including underperforming students,to utilize library/library media andcomputer labs during the school dayas well as before and after school.

ELstudents

See above. ELDadministrator, ELCoordinator, ELDteachers,librarian,library aide(bilingual),TechnologyCoordinator, technician

See ELAFebruary 2009

1.2.1.5 Develop and embed curricularinterventions for EL and specialeducation students by:

a) Provide detailed rosters of identified EL and special ed students,

including reading scores/levels.

ELstudents

* Demonstrate 5%growth on the ELACST for EL studentsby Sept 2009.


SubsXTime

SeeAbove

SeeAbove

Sept2009



38/93

English Language Development Action Plan: STRATEGY ONE: CURRICULUM2. TACTIC: Ensure all supplementary materials in English Language Arts, English as a Second Language, Mathematics,



Person(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.2.1 Implementintervention programsand tactics aligned tothe core thatspecifically targetunderperformingstudents not makingadequate progress incore subjects, includingEnglish learners,including RFEPs.

1.2.1.1 Ensure that all ELS teachershave all the components of theinstructional materials for ELS classes.(SAIT)

ELstudents

See above ELDadministrator, ELCoordinator,ELD

Teachers

N/C N/C Sept.2008

1.2.1.2 Provide more accessiblereading materials and readingstrategies that support strugglingreaders (EL and Special Ed) (WASC p.192).

ELstudents

See above. ELDadministrator, ELCoordinator,ELD

Teachers

Books 10K QEIA Sept2008

1.2.1.3 Increase exposure to highinterest non-fiction readingopportunities (in preparation of CAHSEE) (WASC p. 192).

ELstudents

* Demonstrate 5%growth in ELACAHSEE for ELstudents by June2009.


Materials 10K ELQEIA

June2009

1.2.1.4 Develop assignments whichemphasize research skills and non-fiction reading to encourage students,including underperforming students,to utilize library/library media andcomputer labs during the school dayas well as before and after school.

ELstudents

See above. ELDadministrator, ELCoordinator, ELDteachers,librarian,library aide(bilingual),TechnologyCoordinator, technician

See ELAFebruary 2009

1.2.1.5 Develop and embed curricularinterventions for EL and specialeducation students by:

a) Provide detailed rosters of identified EL and special ed students,

including reading scores/levels.

ELstudents

* Demonstrate 5%growth on the ELACST for EL studentsby Sept 2009.


SubsXTime

SeeAbove

SeeAbove

Sept2009



39/93

English Language Development Action Plan: STRATEGY ONE: CURRICULUM3. TACTIC: Provide Expanded Curricular Opportunities for Students


lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

1.3.1 Increaseeducational alternativeoptions for students atrisk of school failureand nonpassage of CAHSEE

1.3.1.1 Counselors will encourage atrisk students to take alternativeeducational options.

1.3.1.2 Expand II lab opportunities forcredit recovery.

ELstudents at risk

* EL Students willincrease ELA passagerate for CAHSEE by5% by June 2009.

APSCSCounselorsELCoordinator

N/C June2009



40/93

English/Language Arts Action PlanCategorical Program Monitoring: Teaching, Learning and Professional Development and Funding



Literacy: Lincoln High School students will have the literacy skillsnecessary for intellectual, cultural, and personal achievement.

Technology: Lincoln High School students will be technologicallyliterate and prepared to succeed in our modern world

C1. There is a need to develop a mechanism for analysis of the datafrom common, district and state assessments to revise theessential/power standards and re-teaching strategies.

C2. There is a need to define and reinforce best practices from yearto year. This requires time within the school day for teaching tocollaborate.C3. There is a need to articulate the content standards so thatstudents are able to speak to what they are able to do as a result of their learning.

STRATEGY TWO: INSTRUCTION

Strategy 2: Build learning communities in which teachers and those who support them use data in areflective cycle of continuous improvement to develop their skills in delivering high-quality,

personalized instruction that ensures learning for all students in all classrooms



41/93

English/Language Arts Action Plan: STRATEGY TWO: INSTRUCTION1.TACTIC: Build Capacity for Effective Teaching


Person(s)


scal Resource

s

Cost

Fundi ng

Source

Timel ine

2.1.1 Provide teacherswith training andsupport in the use of process and tools forexamining quantitativedata (i.e., periodic andother assessment data)and qualitative data(i.e., student work andclassroom practice) asa means to improveinstructional practice toaddress the needs of diverse learners andimprove learningopportunities forEnglish learners,standard Englishlearners, students withdisabilities

2.1.1.1 Identified subcommittee withinthe Leadership Council will provide theELA content teams with multiplesources of student achievement data(CAHSEE, CST, CELDT, etc.) to informinstruction [ WASC VCR pg. 10] and toimprove student achievement. (SAIT)

9-12ELAlearners

* Demonstrate anincrease of 5% growthon API for 2008-2009* Demonstrate a 5%increase on theEnglish portion of theCST by Sept 2009.

Principal,SchoolImprovement Office,SLC Lead

Teachers

XTimeSubs

CustodialOTClerical OT

36K

10K 10K

QEIA

QEIA

Sept2009

2.1.1.2 ELA content teams willcollaborate with the Central Districtand the Administrative Leadershipteam to clarify the process forcollecting, scoring, and distributingthe SPA data in a timely way. (SAIT)

9-12ELAstudents

See above Administrative team,LiteracyCoach

XTimeSubs

36K SAIT February 2009

2.1.1.3 ELA content teams will ensureall teachers have been trained in themethods to access the SPA data.(SAIT)

9-12ELAstudents

See above ELAAdministrator,ProfessionalDevelopmentCoordinator

SeeAbove

SeeAbove

February 2009

2.1.2 Promote theformation of professional learningcommunities andlearning teams atschool.

2.1.2.1 Continue the implementationof SLC and departmentalized PLCs,and Critical Friends and AchievementSolutions groups to meet theinstructional needs of students.

9-12 AllStudents

* Demonstrate anincrease of 5% growthon API for 2008-2009* Demonstrate a 5%increase on theEnglish portion of theCST by Sept. 2009

Administrative team,SchoolImprovementFacilitator,grade level

See above Sept2009

2.1.2.2 The ELA content teams willidentify common assessments(including student work) utilizingexisting assessment resources, to useas interim assessments (6-8 weeks) tomonitor student progress. (SAIT)

9-12 AllStudents

See above ELAAdministrator, ELAteachers,Literacycoaches

June2009

2.1.3 Include teachersof English learners,standard English

2.1.3.1 SLC content teams (PLCs) willmeet and collaborate regularlyregarding the instructional practice

9-12 AllStudents

See above Administrative Team,SLC

X time 30K QEIA February 2009



42/93



Person(s)


scal Resource

s

Cost

Fundi ng

Source

Timel ine



9-12ELAlearners



Teachers

XTimeSubs


36K

10K 10K

QEIA

QEIA

Sept2009


9-12ELAstudents


XTimeSubs



9-12ELAstudents


SeeAbove

SeeAbove

February 2009

learners, and studentswith disabilities asmembers of contentlearning teams thatmeet regularly toengage in acollaborative inquiryprocess regardinginstructional practice

and develop common assignmentsand interdisciplinary lessons alignedwith standards and research-basedstrategies. (WASC #6)

Coordinator,DepartmentLeads,ContentAreaAdministrator



43/93



Person(s)


scal Resource

s

Cost

Fundi ng

Source

Timel ine



9-12ELAlearners



Teachers

XTimeSubs


36K

10K 10K

QEIA

QEIA

Sept2009


9-12ELAstudents


XTimeSubs



9-12ELAstudents


SeeAbove

SeeAbove

February 2009

2.1.4 Expand anddeepen teacher andadministratorunderstanding and useof appropriateinstructional strategiesfor: English learners,including RFEPS,Standard Englishlearners, Students withDisabilities

2.1.4.1 Continue professionaldevelopment and district-mandatedbuyback days to include appropriateinstructional strategies, such asSDAIE, differentiated instruction,

accommodation/modification,collaborative/cooperative learning,and technology integration for studentachievement. (WASC #4)

9-12 AllStudents

* Meet AYP and APItargets.* Demonstrate 5%growth on the ELACST for both proficient

and non-proficientstudents by Sept2009.* An average of 40hours of PD for 1/3 of staff (includingparaprofessionals) inthe core academicprogram, is providedeach of the first threeyears (2009-2011).

ELAAdministrator,ProfessionalDevelopme

ntCoordinator,


XtimeFacilityRental

36K 42K

PIN-State

Sept2009

2.1.4.2 Identify, obtain, and

implement technology resources

9-12 All

Student

* Demonstrate 5%

growth on the ELA

Administrati

ve Team,

XTime

Equipment

10K

20K

T-1

QEIA

Sept

2009Abraham Lincoln High School High Priority Plan 37


44/93



Person(s)


scal Resource

s

Cost

Fundi ng

Source

Timel ine



9-12ELAlearners



Teachers

XTimeSubs


36K

10K 10K

QEIA

QEIA

Sept2009


9-12ELAstudents


XTimeSubs



9-12ELAstudents


SeeAbove

SeeAbove

February 2009

2.1.5 Expand anddeepen teacher andadministratorunderstanding of barriers to learning and

provisions of opportunities to learnfor diverse students

2.1.5.1 Provide professionaldevelopment regardingmethodologies and strategies inworking with students with disabilities,EL, and culturally diverse students.

9-12 AllStudents

See above Administrative Team,ProfessionalDevelopment

Coordinator, ELCoordinator, BridgeCoordinator

See above Seeabove

Seeabove

February 2009



45/93

English/Language Arts Action Plan: STRATEGY TWO: INSTRUCTION2.TACTIC: Build Student Capacity to Self-monitor, Apply Learning Strategies and Sustain Learning, and Build Capacity for

Effective Teaching


lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

2.2.1 Develop studentunderstanding andskills in the following:(a) A-G Requirements(b) Passing CAHSEE (c)Autonomy (d) Self-advocacy (e) Student-led conferences (f)Collaborative and teamlearning (g)Demonstratingproficiency (h)Reclassificationrequirements

2.2.1.1 Incorporate the importance of the listed skills and understandings (a-h to the left) in Life Skills and ELAcurriculum for 9 th grade students.(WASC #3)

9 th

gradestudents

See above ELAAdministrator, LifeSkillsfaculty,ELAteachers,SLCCounselors, CareerAdvisor

MaterialsSupplies

CareerAdvisor

5K

40K

T-1

QEIA

December2008

2.2.1.2 Continue to discussIndividualized Graduation Plans (IGP)with students and parents on anannual basis and include the listedstudent understandings and skills inthe discussion. (WASC #3)

AllStudents, 9-12

See above ContentAreaAdministrator,APSCS,Life Skills

Teachers

Counselor OT 10K T-1 June2009



46/93

Mathematics Action PlanCategorical Program Monitoring: Teaching, Learning and Professional Development and Funding



Literacy: Lincoln High School students will have the literacy skillsnecessary for intellectual, cultural, and personal achievement.

Technology: Lincoln High School students will be technologicallyliterate and prepared to succeed in our modern world

C1. There is a need to develop a mechanism for analysis of the datafrom common, district and state assessments to revise theessential/power standards and re-teaching strategies.

C2. There is a need to define and reinforce best practices from yearto year. This requires time within the school day for teaching tocollaborate.C3. There is a need to articulate the content standards so thatstudents are able to speak to what they are able to do as a result of their learning.

STRATEGY TWO: INSTRUCTION

Strategy 2: Build learning communities in which teachers and those who support them use data in areflective cycle of continuous improvement to develop their skills in delivering high-quality,

personalized instruction that ensures learning for all students in all classrooms



47/93

Mathematics Action Plan: STRATEGY TWO: INSTRUCTION1.TACTIC: Build Capacity for Effective Teaching


lePerson(s)

Expenditures

Human/Fiscal

Resources

Cost

Fundi ng

Source

Timel ine

2.1.1 Provide teacherswith training andsupport in the use of process and tools forexamining quantitativedata (i.e., periodic andother assessment data)and qualitative data(i.e., student work andclassroom practice) asa means to improveinstructional practice toaddress the needs of diverse learners andimprove learningopportunities forEnglish learners,standard Englishlearners, and studentswith disabilities.

2.1.1.1 Provide training andassistance, with support from thedistrict, for effective collaborationincluding norms, agendas, protocols,and outcomes for all meetings.(SAIT)

All subgroups * Demonstrate5% growth onthe Math CST forboth proficientand non-proficientstudents by Sept2009.

MathAdministrator, Mathleadteachers,mathcoaches

XTIme 28K P.I. Sept2009

2.1.1.2 Provide a structure (such ascommon planning periods, contiguousspace) to ensure that regularlyscheduled collaboration time isprotected and used to focus on thereview of assessment data/studentwork and the discussion of whatinstructional strategies could be usedto support student achievement of thestandards. (WASC #1)

All subgroups See above MathAdministrator, Mathleadteachers,mathcoaches

N/C N/C Feb. & June2009

2.1.1.3 Monitor regularly scheduledcollaboration time to reviewassessment data/student work andidentify instructional priorities asdemonstrated in classroom practice.(WASC #1)

All subgroups See above MathAdministrator, Mathleadteachers,mathcoaches

N/C Ongoing / Feb.& June2009

2.1.1.4 Grade level teachers and SLCinterdisciplinary teams will usescheduled meetings to developcommon under

high priority plan action plan

Documents