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De Anza Senior High SchoolDe Anza Senior High SchoolDe Anza Senior High School 2015 Single Plan for Student Achievement

West Contra Costa Unified School District

De Anza Senior High School

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2015 - 2016

Board Approval Date: March 16, 2016

Contact Person: Summer Sigler

Principal: Summer Sigler

Telephone Number: (510) 231-1440

Address: 5000 Valley View Road

Richmond, CA 94803-2599

E-mail address:

[email protected]

BOARD OF EDUCATION 2015 - 2016

BOARD PRESIDENT : RANDY ENOS

BOARD CLERK : ELIZABETH BLOCK

VALERIE CUEVAS

TODD GROVES

MADELINE KRONENBERG

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Executive Summary

Stakeholder Involvement

System-wide Barriers

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Student Achievement Strategies

ELA

Math

ELD

Science

History/Social Studies

World Language

Attendance

School Climate

Parent Involvement

Other 1

Other 2

Other 3

Overall Budget Summary

Agreements

School Site Council (SSC) 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.

X English Learner Advisory Committee

Other (list)

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 Local Improvement 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 on: 10/06/2014.

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2015 - 2016 school year, using the WCCUSD monitoring process.

Attested:

Summerlynn Sigler

Typed name of school principal Signature of school principal Date

Paula Raj

Typed name of SSC chairperson Signature of SSC chairperson Date

West Contra Costa Unified School District

De Anza Senior High School

2015 - 2016

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on:

Identify

Chair

Person:

Parent/Community Members

#1 Barbara Young [email protected] 510-779-7224 7/2017

#2 Pearlie Beltran [email protected] 510-396-3585 7/2017

#3 Judith Hollenberger Dunlap [email protected] 510-231-1440 7/2017

Student Members

#1 Dayjah Burton [email protected] 510-262-0543 7/2015

#2 McKeegan Harless mckeegan.harless.dahs2016@gmai

l.com 510-965-8566 7/2015

#3 Idalia Chavez [email protected] 510-230-4495 7/2015

School/Other Members

Tchr #1 John Hillyer [email protected] 510-231-1440 7/2015

Tchr #2 Courtney Enos [email protected] 510-231-1440 7/2016

Tchr #3 Ogechi Okeke [email protected] 510-231-1440 7/2015

Tchr #4 Paula Raj [email protected] 510-231-1440 7/2016 X

Other Jan Bridges jbridges@wccusd 510-231-1440 7/2016

Principal Summer Sigler [email protected] (510) 231-1440

Membership Composition:

Secondary (12 total)

1 Principal

4 classroom teachers

1 other school staff

3 parents/community members

3 students

Executive Summary

The Single Plan for Student Achievement (SPSA) has traditionally served as a vehicle for communicating information about the

school’s vision, initiatives to improve academic achievement, as well as describe how supplemental categorical funds are used to

support these efforts.

WCCUSD’s new district Local Control Accountability Plan (LCAP) is designed to improve student achievement, support the whole

child socially and emotionally, and involve stakeholders to ensure all WCCUSD students are college and career-ready, able to make

life choices that have successful, productive outcomes.

Improve Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full

range of student needs and results in all students being prepared for a successful life.

Support the Whole Child Socially and Emotionally: For students to achieve at high academic levels, schools, families, and

communities must focus on the child’s social, emotional, physical and behavioral health, as well as the acquisition of academic skills.

Involve All Stakeholders: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning.

Ensure All WCCUSD Students Are College and Career-Ready: Students can demonstrate independence, build strong content

knowledge, respond to the varying demands of audience, task, purpose, and discipline, comprehend as well as critique, value

evidence, use technology and digital media strategically and capably, and understand other perspectives and cultures.

Through data metrics and analysis, the LCAP also addresses the State’s 8 Priority Areas: Student Achievement, Student Engagement,

Other Critical Student Outcomes, School Climate, Parental Involvement, Basic Services, Implementation of Common Core State

Standards, and Course Access (see glossary for details on the 8 priority areas).

During the 2015-16 school year, we are transitioning our school’s SPSA to becoming a true companion document to the district LCAP

so that it focuses on programs, activities and actions which are designed to continually address and support the same goals and 8

priority areas articulated in the LCAP.

As we go deeper into this work, we will continue to connect these two critical plans, driving the academic needle forward for

WCCUSD students.

Please read on to learn about De Anza Senior High School’s specific SPSA plan of action for the 2015-16 school year.

SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze local assessment data Process: SSC presented with

benchmark and baseline SBAC DATA.

data and accompanying extrapolations.

Overseeing Common Core

Implmentation.

or Process: Data provided to staff by IS and

WASC Chairs; teachers complete

student profile sheets ILT overseeing

Common Core implimentation and

teaching strategies within the classroom.

Step 2 Gather input from

(check all that apply)

X ELAC

X Others SSC

Process: Review of Analysis or Process: Administration, Academic

Coaches and Staff

Step 3 SPSA strategies development Process: or Process: Admin and coach provide

training and support to implement

Step 4 Budget development Process: Review needs assessments and

craft budget to address identified needs

or Process: ILT, SSC

Step 5 Finalize and submit SPSA for

School Board Approval

Date: December, 2016

Step 6 SPSA monitoring Process: Review and refine or Process: Monthly Meetings

System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

X Staffing: 18 teachers new to De Anza, 14 of them new

to teaching

X* New teacher support meetings and additional hours

for department collaboration

Facilities maintenance: *

Facility capacity (space for classrooms/programs): *

X Safety: Campus is so large that it always leaves blind-

spots in coverage

X* Use administrative funds to buy a golf cart so existing

security personel can cover ground more quickly.

Materials availability: *

X Technology: Wifi issues. Good signal not consistent

across campus.

X* Install more routers to support consistent wifi

throughout the school.

Fiscal Support: *

Compliance Support: *

X Curriculum and Instruction Support: Not enough teacher

coaching support for the number of new teachers

X* Pay for a part-time new teacher coach out of

remaining SIG funds, encourage new teachers to

attend new teacher professional developments

sponsored by the district in partnership with Teach for

America.

X Other: Late AC transit buses, students late to first

period on a daily basis.

X* Work to track how many students are impacted by the

bus schedule in order to find solutions.

* A check in the box indicates that completion of this section requires additional central administrative department support.

Data Analysis

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Academic Data

Ch

oo

se 3

Accelerated Reader/Star

Reading:

Describe data reviewed

Area of concern

Area of strength

Benchmarks:


Area of concern

Area of strength

Benchmarks:


Area of concern

Area of strength

Benchmarks:


Area of concern

Area of strength

CAHSEE:


Area of concern

Area of strength

AMAO Data:


Area of concern

Area of strength

CELDT:


Area of concern

Area of strength

Grade Count: (Secondary

Only)


Area of concern

Area of strength

GPA: (Secondary Only)

78% of freshman earned 55

credits which is the

minimum number of

credits to earn to be on

track for graduation. 75%

of freshman earned 60 of 70

possible credits in their

freshman year, 64% of

freshman earned all 70

credits possible.

XArea of concern

Area of strength Focus upon Matrculation Rate of 9th grade students,

Freshman House Program, School wide tutoring program,

Development of CCSS Modules. Focus on 5

Credits Earned: (Secondary

Only)

Grade 10 - 78% of tenth

graders are on-track for

graduation

Grade 11 - 85% of eleventh

graders are on track for

graduation

Grade 12 - 92% of twelth

graders are on track for

graduation

XArea of concern

Area of strength Continuing of Cyber High Program, and additional period

within the day. (7 period day)

Other:

SIG grant

requirements/student

achievement data

Area of concern

XArea of strength Teachers will continue to use collaboration time to analyze

data and to plan and implement assessments and strategies

that support student achievement and professional growth

that has been authorized by Executive ILT.

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Other:

SIG grant

requirements/student

achievement data

Area of concern

XArea of strength Teachers will continue to use collaboration time to analyze

data and to plan and implement assessments and strategies

that support student achievement and professional growth

that has been authorized by Executive ILT.

Student Support Data

Ch

oo

se 2

Attendance:

Describe data reviewed Area of concern

Area of strength

Suspension

Suspension and referral

data - DA had 222 incidents

of suspension last year.

XArea of concern

Area of strength Continuing of Restorative Justice Program

Parent/Community Survey:


Area of concern

Area of strength

Keys Survey:


Area of concern

Area of strength

Healthy Kids Survey:

De Anza has grown in

terms of the climate

indicators for the past three

years

Area of concern

XArea of strength Large increase in School Climate Report Card. Continuing

focus on S-3 programs.

Other:


Area of concern

Area of strength

Other:


Area of concern

Area of strength

ACTION PLAN

REQUIRED SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT

Student Achievement

English Language Arts (ELA)

2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP Alignment

1. Content Area

2. What student needs have been

identified and what metrics were

used to measure/identify progress?

3. Description of 2015-16 School

SMART Goal

4. Targeted Pupil

Subgroup(s)

5. What Local Assessment/Metric

will be used to measure School

SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

English Language

Arts

31% of students in English

1,2,3, and 4 demonstrated

mastery of writing an

explanatory assessment as

measured by the District

Writing Benchmark 1.

Teacher made argumentative

essay assessments additionally

showed a need for student

improvement.

--------

1. By May 2016, 50% of

students in English 1-4 will

demonstrate mastery as

measured by District

Benchmark 2 or teacher made

assessments.

2. By the end of the 2015-16

school year, all students in

English I and II (9th and 10th

grades) will write an

argumentative essay based on

a standardized writing

assessment and score a 2.5 or

above on the ELA Expository

Essay Writing Rubric.


school year all students in

English II and IV will write an


a standardized writing

assessment and score a 3 or

above on the ELA Expository

Essay Writing Rubric.

4.100% of all students

enrolled in either AP English

Language & Composition or

AP English Literature

&Composition throughout the

2015-16 school year will take

the AP exam in May. The pass

rate of the AP Language exam

1. English I & II

2. English III & IV

(11th and 12th

grades)

3. AP English

Language &

Composition and

AP English

Literature and

Composition

District ELA and Writing

Benchmarks, AP Exams,

teacher created formative

assessments--------

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

will improve from 21% - 25%

and the pass rate of the AP Lit

exam will improve from 46%

to 50%.

--------

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students.

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source

1 By the end of the 2015-16 school year , all ELA teachers will identify and

implement at least three, effective, collaborative conversation strategies within

their respective classes.

5/16

2 By the end of the Fall 2015-65 Semester, all ELA teachers will conduct at least

three peer observations of fellow department members and document and share

out best practices with the rest of the department.

on-going

3 Facilitate Professional Development for De Anza Teachers and host Extended

School Year and Extended Day for De Anza Students (all requirements of the

SIG Grant). Teachers will continue to use collaboration time to analyze data

and to plan and implement assessments and strategies that support student

achievement and professional growth that has been authorized by Executive

ILT.

August 2015- June 2016 10,800 SIG

4 We will require all ELA teachers to implement the use of the Common Core

Modules. All teachers will analyze student performance on a CCSS writing task

using an ILT created analysis tool. Teachers will be responsible for submitting

evidence to the department chairperson.

8/16

5 All teachers within the department will present evidence of Common Core

module usage in formal writing assignments. Materials and supplies including Technology and one printer for every

department.

8/16 8801 LCAP

6 Purchase planners and student handbooks for all De Anza students 6/16

7 Provide after school tutoring on-going 6301 LCAP

8 Fund the ELA Coach, CAHSEE English Teacher and ELA Intervention

Teacher to help students access Englidh Curriculum 8/16 26473 SIG

9 We will provide ongoing professional to teachers regarding the use of the

Common Core writing rubric. Teachers will continue to use the DAHS Writing

rubric to assess student writing in response to an Essential Question.

8/16

10 We will continue to have regular schedule collaboration time, as well as one

release day per quarter for ELA teachers to meet and collaborate with each

other.

8/16

Student Achievement

Mathematics


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Mathematics Benchmark, CAHSEE, word

problem analysis scores not

high enough school-wide,

students must pass math in

order to complete their A-G

requirements--------

1. 75% of Algebra 1 students

will demonstrate mastery in

solving linear equations.

Based on common

assessments.

2. 55% of students will

matriculate through Algebra 1.


matriculate through Geometry.


matriculate through Algebra 2.


matriculate through Pre-Cal.

6. We will increase the

number of students who take

the AP Calculus AB test to 20

from 9 and maintain the 77%

pass rate.

--------

1. Algebra 1

2. Geometry

3. Algebra 2

4. Pre Calculus

5. AP Calculus

6. CAHSEE

7. All Students

8. Sheltered

UC Berkeley Readiness

Assessments, Benchmarks,

CCSS assessments, curriculum

assessments, AP Exams--------

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students


1 We will continue to provide professional development to teachers regarding the

use of Common Core State Standards usage. 12/16

2 The math department chairperson will continue to meet within the ILT to share

progress of Common Core teaching. on-going

3 Purchase materials and supplies to support math students at De Anza.

on-going 3,800 LCAP

4 Teachers will create opportunities within lessons for students by writing to

explain, describe, or justify their process. on-going

5 We will continue to actively seek different forms of writing that provides

students opportunities to interpret data using math. on-going

6 Continue to have weekly department collaboration as a department, and have 1

release day per quarter to collaborate and develop and assess teaching

strategies. Teachers will continue to use collaboration time to analyze data and

to plan and implement assessments and strategies that support student


ILT. Conferences and release days for professional development

8/15-June 2016 3,000.00 LCAP



SIG Grant)

Aug- June 7,200.00 SIG

8 provide tutoring on-going 2,000.00 LCAP

9 Teachers will be responsible to present evidence of CCSS in writing for

analysis and solving of word problems, as well as support of their mathematical

reasoning. Materials for classrooms.

on-going

10 All teachers will use the Illumnate program to help support the students within

the classroom. on going

Student Achievement

English Language Development (ELD)


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

English Language

Development (ELD)

In 2013-14, 40 % of ELD 1

students at DeAnza advanced at

least one ELD placement level,

86% of ELD 2 students

advanced one level, 22% of

ELD 3 students and 13% of

ELD 4 students advanced one

level. 26% of CELDT 4

identified DeAnza students

were reclassified RFEP in 2014.

In 2014-15 none of the ELD 1

students advanced a level in

ELD, 50% of students in ELD 2

moved up a level, 52% of

students in ELD 3 moved up a

level, and 70% of students in

ELD 4 moved up a level

--------


school year, 60% of all

students enrolled in ELD 1

and 2 will advance one ELD

level based on either the

Fall2014 or Spring 2015

District Benchmarks.



students enrolled in ELD III

will advance one ELD level

based on either the Fall 2014

or Spring 2015 District

Benchmarks.



CELDT 4 students enrolled in

ELD IV will reclassify to

RFEP.

--------

ELD students Benchmarks according to the

new, Edge, curriculum.--------

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students


1 By the end of the 2015-16 school year , all ELD teachers will identify and

implement at least three, effective, collaborative conversation strategies within


6/15

2 ELD teachers will provide tutoring to support students on-going 1,000.00 LCAP



SIG Grant) Teachers will continue to use collaboration time to analyze data and



ILT.

Aug- June-2016 1,800.00 SIG

4 We will require all ELD teachers to implement the use of the Common Core

Modules. All teachers will analyze student performance on a CCSS writing task

using an ILT created analysis tool. Teachers will be responsible for submitting

evidence to the department chairperson.

10/15


module usage in formal writing assignments and follow the EDGE curriculum 8/15

6 Teachers will have evidence of usage of the Essential Questions and students

can synthesize sources from multiple media. 8/15


release day per quarter for ELD teachers to meet and collaborate with each

other.

8/14 1200.00 LCAP


the classroom. 8/14

10 The ELD department chair will meet within the ILT to share the progress of

Common Core teaching strategies. 8/14

Student Achievement

Science


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Science Teacher review of course work

and student data from last year

showed that students are not yet

proficient in writing within

science courses. It also pointed

to the need for increased

opportunity for authentic hands-

on experiences that engage all

students.--------

1. By 11/03 all science

teachers will have completed a

formal lab activity.

2. By the end of Quarter 1 all

students will be able to write a

paragraph with a claim,

evidence, and reasoning.

3. By the end of Quarter

2/semester 1 all students will

be able to write an


claim, evidence, and

reasoning.

4. By the end of Q4/ Semester

2 students will be able to write

a second argumentative essay

based on claim, evidence, and

reasoning.

5. All students enrolled in AP

Biology will participate in the

AP Biology exam and the

pass-rates will meet/exceed

the district average.

--------

All Science

Students

writing rubric, benchmarks,

CCSS assessments, AP

Exams--------

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students


1 Environmental Science- Using curriculum from: California Environmental

Education Initiative (CEEI). Using National Center for Case Study Teaching in

Sciences. Implementing NGSS. Materials and supplies

11/15

2 Biology- Creating lessons based on claim, evidence, and reasoning model.

Implementing NGSS. AP Biology training. Materials and supplies 10/15

3 Chemistry- Using lesson plans from Medical Chemistry in order to integrate

health issues in the field of chemistry. Implementation of NGSS and ELA

CCSS. Real life word problems. Ed Tech trained-using technology for

homework and reasearch. AP Chemistry summer Institute. Real world

application of measurement through BMI project. Materials and supplies.

10/15

4 Teachers will have the opportunity to participate in release days for common

planning on-going

5 Science materials and supplies will be purchased for labs and lab up-keep, this

will supplement the district funds for supplies which equal about $7 per pupil,

per teacher.

on-going 5,200 LCAP

6 Provide tutoring on-going 1,000.00 LCAP


release day per quarter for Science teachers to meet and collaborate with each

other.

on-going 3,600.00 LCAP

8 Facilitate Science Themed Study Trips AS needed 1000 LCAP

9 The Science department chair will meet within the ILT to share the progress of

Common Core teaching strategies. on-going


module usage in formal writing assignments. on-going

Student Achievement

History/Social Studies


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

History/Social

Studies

Analysis of department level

assignments in history/social

studies shows that students

consistently have difficulties

with research, analysis of

primary source documents, and

using and creating charts and

graphs.--------

1. All students will complete a

DBQ by the completion of

the first semester. By the end

of the year all students will

successfully participate in a

Socratic Seminar on an

Academic Subject.

2. All seniors will successfully

plot a graph using Supply and

Demand based on abstract

numbers by the end of their

economics course.

Additionally, All of seniors

will successfully take part in a

Socratic Seminar on an

Academic subject by the end

of their U.S. Government

course.

--------

1. 10-12th grade

students

2. ELD

AP exam, CCSS assessments,

Benchmarks, Celdt, Writing

Rubric--------

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students


1 100% of our students will be exposed to primary resources and expository text

in the form of articles, quotes, speeches, and stories on a quartely basis in

support of Common Core.

9/15

2 All Social Science teachers will be exposed to new forms of primary sources

through Readers and guides purchased by the department. 9/15

3 All teachers will peer observe each other other's classes and find examples of

positive pedagogical practices. 11/15

4 Materials and supplies on-going 1,000.00 LCAP

5 Teachers will provide tutoring on-going 2,000.00 LCAP


module usage in formal writing assignments. 10/14






ILT.

Aug - June-2016 6,300.00 SIG

8 The Social Science department chair will meet within the ILT to share the

progress of Common Core teaching strategies. on-going




release day per quarter for Social Science teachers to meet and collaborate with

each other.


Student Achievement

World Languages


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

World Languages In class student presentations

showed an overall descrepency

between written and oral

proficiencies.--------

1. 55% of students will be able

to present at the proficient

level to an audience of

listeners using formulaic

language.

2. 70% of students will be able

to present at the proficient

level to an audience of

listeners.

3. 80% of all students enrolled

in Honors class will be able to

sustain an academic

conversation at the proficient

or advanced level.

4. All students participating in

AP Spanish courses will take

the AP exam and meet or

exceed the district average

--------

1. Level 1

2. Levels 2 & 3

3. Level 4 Honors

4. AP language and

culture.

5. AP Literature

Department generated rubric

recommended by the World

Language Foundations Course,

UC Berkeley, 2014. CCSS

assessments, Benchmarks------

--

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students


1 Incorporate a variety of vocabulary building activities. on-going

2 Materials and supplies including supplies for the AP test on-going $1,000.00 LCAP

3 Collaborative conversations on a regular basis in class.

on-going

4 Choral reading and chanting activities. Materials and supplies.

2/15






ILT.

August- June-2016 4,500.00 SIG





8 World languages teachers will participate in quarterly release days on-going 3,000.00 LCAP

9 The World Language department chair will meet within the ILT to share the

progress of Common Core teaching strategies 8/15

10 We will continue to have regular schedule collaboration time. 8/15

Student Achievement

Attendance


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Attendance A2A, staff and technology will

work together in order to ensure

that student attendance

improves through a concerted

effort by site administration ,

site safety, personnel and

district resources. In 2013-14

DeAnza's ADA was 94.65%.---

-----

The school year of 2015-16

we will attain a school wide

attendance goal of 96%. -------

-

1.All students

attending De Anza

High School

2. High focus on

students that are

habitual in both the

tardy and absent

areas.

A2A, school daily attendance

records.--------

1.Student

Engagement

2. School

Climate

3. Parent

Involvement

3.1 Increase

parent

engagement,

involvement,

and satisfaction.

3.2 Increase

community

engagement and

climate

outcomes.

4.2 Improve

student

engagement and

climate

outcomes.


1 Continue to have intensive reviews of students who are beginning to show

excessive absences. 10/15

2 Pull weekly attendance reports and schedule first truancy meetings. 11/15

3 Notify students and parents in both writing (via A2A program) and verbally of

the need to be in school and atend regularly to academically achieve as well as

enroll into the Notice of Truancy sequence.

10/15

4 Those students targeted will receive a counseling session with SWAT

personnel, site administrators, counselors, and law enforcement personnel

(RPD and Contra Costa County Probation) to determine what can be done to

garner higher attendance.

11/15

5 Continue the A2A process. 8/15

6 Continue the use of the Restorative Justice Program. Training of staff. Materials for program. Charts/Posters/Copies

8/15

7 Continued usage of Progressive Discipline to lower suspension rates. 8/15

8 Extra hours for community workers to complete the above strategies with a

special focus on students who represent special populations and to run Parent

University


Student Achievement

School Climate


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

School Climate 1.Continue to improve the

Schoolwide Culturally

Responsive ways of managing

behavior and discipline so that

is consistent across the campus.

2. While reviewing our

discipline data it shows that out

of 222 incidents of suspension

occurred in the 2014-15 school-

year. Of these referrals, more

than half were African

American students.

--------

Decrease disproportionality in

referrals and suspensions by

10% in the 2015-16 school

year, and increase the positive

engagement of all students.----

----

1. Decrease

suspensions and

referrals with black

and latino students.

2. All students

increase positive

engagement.

3. Decrease in

bullying on

campus.

4. Increase

communication on

campus via radios

to secure a safe

campus.

Health Kids Survey, referral

and suspension data, family

and community feedback.------

--

1.Student

Engagement

2. School

Climate

3. Parent

Involvement

4. Safety and

Security

2.1 Improve

collaboration,

and autonomy at

schools.

3.1 Increase

parent

engagement,

involvement,

and satisfaction.

3.2 Increase

community

engagement and

climate

outcomes

including

physical safety.

4.2 Improve

student

engagement and

climate

outcomes

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.


1 Indirect Costs 10/15 32331 SIG

2 Purchase classroom printers (one for every department at the school) 10/15 2500 LCAP

3 Continual use of a school-wide behavior matrix that supports a system of

counseling, intervention, and progressive discipline. Also the continual use of

the 9th grade house program which includes tutoring and family support.

8/15

4 Continue work plan for S3 activities and fund contract with BACR for the

Student Health Center. on-going 80,000.00 LCAP

5 Facilitate Study Trips. Sept 2015 10000 LCAP

6 Fund the essential SIG school personnel such as Instructional Specialist,

Program Assistant, and Site Supervisor (including any extra hours and

professional development)

8/15 180,000 SIG

7 Continue work plan for S3 activities and fund contract with BACR for the

Student Health Center. August- June 45,000 SIG

8 Early Start for all certificated and classified employees on-going 141341 SIG

9 Materials and supplies, radios on-going 4,700.00 LCAP

10 Collaboration and PD per the MOU Aug 2015 57080 SIG

Student Achievement

Parent Involvement


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Parent Involvement There is a direct corelation

between the more each parent is

involved in the school, the more

succesful their children are

academically. Therefore the

more parents we get actively

involved the better our students

will perform.--------

During the year of 2015-16 a

15% increase in parent

involvement on our campus.--

------

1.All Parents

2. Focus also on SL

parents.

Numbers of parents in

SSC,PTSA,ELAC, Parent

meetings, parent surveys and

in parent participation groups.-

-------

1.Student

Engagement

2. School

Climate

3. Parent

Involvement

2.1 Improve

collaboration,

and autonomy at

schools.

3.1 Increase

parent

engagement,

involvement,

and satisfaction.

3.2 Increase

community

engagement and

climate

outcomes.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.


2 PTSA, ELAC, and SSC parent participation. on-going

3 Continual development of the Coffee Club where parents can visit to learn and

discuss issues on campus. pending community worker

4 Cooking Classes/ Cultural Dishes to share. We have been using the faculty

dining room. pending community worker

5 Food Bank Distribution pending community worker

6 Athletic Booster Club on-going

7 Extra hours for school community worker August - June 3,000.00 LCAP

Student Achievement

Other #1


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Special Education 1. CCSS curriculum, TEP

Curriculum, Sheltered

curriculum, Life skills. RSP

students are increasingly credit-

deficient. NSH/AAA students

are leaving high school

unprepared for the expectations

and realities of the workforce.

SH students demonstrate an

inability to recall some of their

important personal information.

TEP students are remaining in

program without

mainstreaming, making

graduation on time impossible.

--------

1. 85% of RSP will maintain

at least a 2.5 GPA.

2. 85% of NSH students will

be able to discuss the specifics

of their transitions plan with

90% accuracy.

3. 80% of SH students will be

able to orally dictate their

personal information

(including, address, phone

number, etc.) with 90%

accuracy.

4. 90% of TEP students will

successfully transition into

mainstrem for more than 50%

of their classes.

--------

1. RSP

2. AAA

3. SH

4. TEP

Transcripts/Powerschool data,

IEP goal benchmark data, as

well as case manager

conversations. --------

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students.


1 Special Education teachers will be teamed with General Education teachers.

General Education teachers will know who the Special Education students are

in their classrooms, and will have been informed of the necessary modifications

they must make for the students. They will be aware of the student's IEP/504.

8/15

2 By the end of the 2015-16 school year , all Special Education teachers will

identify and implement at least three, effective, collaborative conversation

strategies within their respective classes.

5/16

3 The Special Education department chair will meet within the ILT to share the



the classroom. 8/15

5 Purchase Shoebox curriculum on-going 2,000.00 LCAP



7 We will continue to have regular schedule collaboration time. As well as one

release day per quarter on-going 3,000.00 LCAP

8 Purchase Career Launcher to help TEP students plan their future career 3/15

9 Teachers will continue to use collaboration time to analyze data and to plan and

implement assessments and strategies that support student achievement and

professional growth that has been authorized by Executive ILT.

8-14-June 2016 5,400.00 SIG

10 Teachers will continue to collaborate with employment specialist from the

transition program for NSH and TEP students. On-going

Student Achievement

Other #2


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Visual and

Performing Arts

The ability to pursue specific

college and career strategies.

The ability to teach to the

whole child, introducing artistic

and hands on activities.--------

1. By June 2016, all students

will be able to correctly apply

the MS Office Suite to create

computer applications.

3. By June 2016, all ceramic

students will understand and

apply the three hand building

methods: coil building, slab

building, and pinch pot

building.

4. By June 2015, all choir

students will be able to

identify the four Vocal parts.

Students will also be able to

identify melody and harmony

in a choral piece.

5. By the end of 2015-16, 70%

of all students will be able to

identify, configure, and

connect home computer

networks to industry

standards.

6. By June 2015, students will

produce images and objects

effectively communicating

and expressing ideas, using

varied media (including

current technology), styles and

techniques.

1. Band

2. Computer

Application

3. Ceramics

4. Choir

5. CSM

6. Beginning Art

7. Beginning Dance

8. Digital Arts

9. Piano

10. Video

Projects, concerts, bench

marks, state mandates, and

certificate mandates, and

guidlines.--------

1.Student

Achievement

2.

Implementation

of CCSS

3. Course

Access.

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.

7. By December 2014, know

and be able to apply dance

vocabulary to describe

movement in space, time,

force, and energy.

By June 2016, students will

create dance phrases and

dances that communicate

ideas, feelings, and personal

meaning.

8. By June 2016, 80% of tech

students will understand the

basic elements in HTML and

use them to a WEB page.

9. By January 2016, all piano

students will be able to sub-

divide eight notes without

tempo fluctuation at a MM of

quarter note = 76.

10. The art department as a

whole will create a format for

an art "critique" and gather

baseline data

--------

6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students.


1 We will continue to incorporate writing into the VAPA department using the

CCSS: Students will continue to research focus questions, work on Academic

Vocabulary, as well as case study response.

on-going

2 We will continue to research and write about the current IT trends as well as al

other tech careers. on-going

3 By the end of the 2015-16 school year , all VAPA teachers will identify and

implement at least three, effective, , collaborative conversation strategies within


6/14

4 All teachers will use the illumnate program to help support the students within

the classroom. on going

5 The VAPA department chair will meet within the ILT to share the progress of

Common Core teaching strategies. 8/14

6 We will provide ongoing professional to teachers regarding the use of the 8/14

Common Core writing rubric. Teachers will continue to use the DAHS Writing

rubric to assess student writing in response to an Essential Question.

7 We will continue to have regular schedule collaboration time. 8/15

8 Materials and supplies including ceramics materials and musical instruments

for the classrooms. On going 4,000.00 LCAP

9 Teachers will be provided with one release day per quarter to collaborate on

common curriculum on-going 1,200.00 LCAP


Student Achievements

Other #3


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Physical Education Lack of excercise and ability to

pass State PE Standards--------

1. By end of Fall semester all

students will recieve the state-

wide requiste number of

(foundational cardio-based)

activity minutes each class

period.

2. By 10/14 a 5% increase of

of "properly dressed" students

which will put the department

at 95%.

3. By 11/14 a 5% increase of

student daily participation

(Time on Task).

--------

All PE Students State, and Local assessments---

-----

Student

Achievement

Student

Engagement

1.1 Improve

student

achievement for

all students.

1.2 Accelerate

student learning

increases for

ELL and low

income students.

2.1 Improve

collaboration

and Autonomy

at schools

2.3 Improve

instructional

practice through

professional

development

and professional

learning

communities at

schools.

5.1 Improve

practices that

build trust

through

transparency,

data sharing, and

communication.


6.1 Accelerate

implementation

of best practices

and earned

autonomy in

schools.

6.2 Integrate

technology in

classrooms to

improve student

learning.

7.0 Provide

basic sevices to

all students.


2 We will continue to have regular schedule collaboration time. on-going

3 We will perform baseline testing on each student to determine level of

performance. Materials and supplies for the gyms and fields.

on-going

4 We will perform endurance testing to determine level of progress and use

results to modify training. 11//15

5 We will perform midpoint testing to determine level of progress and use results

to modify training program. 2/16

6 We will use midpoint results to determine which students may be in danger of

not successfully passing the fitness test and design a training program to help

students successfully pass the fitness test.

2/16

7 We will administer the State Fitness Test to all PE students. 4/16

8 The Physical Education department chair will meet within the ILT to share the


9 Materials and supplies on-going 1,000.00 LCAP


Overall Budget Summary

Summary of Costs

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCAP 164302 0.00

SIG 518225 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCAP 164,302.00

SIG 518,225.00

Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly

qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high

quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to

integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk

and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Pre School Transition – Description of the above program:

The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten.

By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff,

and visit classrooms.

This transitional program

Promote continuity from preschool to kindergarten

Focus on family strengths and build collaborative relationships

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance

Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made

readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s

homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity

training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school

site councils.

west contra costa unified school district de anza senior high … · 2016. 4. 6. · west contra...

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