2018-19 · (For example: Asian, Filipino, Foster Youth, Homeless, Socioeconomically Disadvantaged, White,). Subgroup: African American students By June 2019, 30% (approx. 7 11th graders)

THE SINGLE PLAN FOR STUDENT ACHIEVEMENT

AT SAN DIEGO SCIENCE & TECHNOLOGY SCHOOL

2018-19

37-68338-0107219 CDS Code

This is a plan of actions to be taken to raise the academic performance of students and improve the school’s educational program. For additional information on school programs and how you may become involved, please contact the following person:

Principal: Garcia, Carmen Contact Person: Garcia, Carmen Position: Principal Telephone Number: 619-525-7459 Address: 1405 Park Blvd, San Diego HS of Science & Technology, San Diego, CA, 92101,

E-mail Address: [email protected]

The following items are included: Recommendations and Assurances Data Reports SPSA Assessment and Evaluation Summary Title I Parent Involvement Policy

Home/School Compact

Board Approval: Tuesday, June 26, 2018

SAN DIEGO UNIFIED SCHOOL DISTRICT

All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed in their choice of college and career in order to lead and participate in the society of tomorrow.

San Diego Science & Technology SINGLE PLAN FOR STUDENT ACHIEVEMENT

SPSA Template Revised 6/1/2018 2

TABLE OF CONTENTS

1. Introduction

2. Executive Summary

3. SPSA Template

4. Appendix

A. Data Reports

B. Title I Parent Involvement Policy

C. Home/School Compact

D. Title I/MPP Budget Allocations Summary Grid

E. 2018-19 SPSA Assessment and Evaluation

F. WASC Recommendations (WASC Schools Only)



SINGLE PLAN FOR STUDENT ACHIEVEMENT: EXECUTIVE SUMMARY

INTRODUCTION The nation's movement toward Common Core State Standards (CCSS) is reflected in changes to instructional practices as well as the way in which

academic progress is measured. SDUSD has been proactive implementing CCSS as well as piloting Smarter Balanced Assessment (SBAC), the

standardized testing developed to measure academic progress associated with CCSS. Additionally, SDUSD has developed internal benchmark

assessments for CCSS.

SCHOOL VISION AND REALITY

The School of Science and Technology, more commonly known as SciTech, is housed on the campus of the oldest high school in San Diego. We have made great strides in establishing a school culture that emphasizes a multidisciplinary cross-curricular approach to learning while

emphasizing a commitment to further education and community and industry partnerships. As we evolve as a learning community our commitment to

our vision deepens and the results are evident in the technologically savvy lifelong learners we are molding.

The staff and students alike are committed to the common goal of increasing academic achievement. SciTech has made a concerted effort to form

partnerships with industries relevant to our theme of science and technology. Technology is also a main component of instructional practices, with

most teachers utilizing various forms in their lessons. Teachers meet every week for staff development in service and department meetings. Emphasis

at these meetings is on teacher planning time and instructional practices. Teachers collaborate on ideas for intervention measures for our lowest

performing students.

San Diego School of Science and Technology is home to three academies, two of which are established within the scope of the California Partnership

Academies (CPA) program. The CPA model is a three or four year program structured as a school-within-a-school. The San Diego MedTech Academy

and the Green Engineering Academy (GeoTech) were established in 2011 and 2012 respectively at the School of Science and Technology, with the

first class graduating in 2014. The curriculum at Medtech Academy is based on the Biomedical Sciences program by Project Lead The Way (PLTW).

The curriculum at GeoTech is based on the Engineering Program by PLTW. The third academy focuses on information technology.



CORE AND SUPPLEMENTAL SUPPORTS Teacher Allocations are based on dividing General Education Enrollment by the approved class size.

High School: 1:29.13

NURSE: Allocated to schools based on Contract and managed centrally. Schools at 60% FRL (Free and Reduced Lunch) or greater receive one additional day. Enrollment/Days per Week

1-592 = 1 day per week

593-1,185 = 2 days per week

1,186-1,774 = 3 days per week

1,775-2,366 = 4 days per week

2,367 and above = 5 days per week

COUNSELOR

Allocated to schools based on Contract. FTE Allocations are calculated by taking the total enrollment at the school and divide by the ratio below to

determine the number of FTE allocated to the site. Any assignment portion that is less than a 1.0 allocation is rounded up to the nearest 0.5 allocation.

HEALTH TECHNCIAN

Allocation is based on projected enrollment and managed centrally.

Enrollment Days per Week

1-374 1

375-1511 2

1512-2267 3

2268 and Above 4

The categorical expenses identified in this SPSA are supplemental to these core academic staffing and supports.

PROFESSIONAL DEVELOPMENT

Professional learning is a top priority for our school community. We recognize universal high expectations for all students require ambitious and

continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective

professional learning to expand educators' knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on

substantive results for themselves, their colleagues, and their students. We artfully combine deep understanding and cultural responsiveness to the

community we serve. We hold high expectations with support for adult learning by providing multiple structures for professional development in



order to achieve school goals. Professional learning is embedded into our vision by communicating that it is a core function for improvement and by

establishing and maintaining a public and persistent focus on educator professional learning.

With this understanding, professional development time is provided within the structure of Professional Learning Communities. Professional Learning

Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive instruction. Findings

and progress are shared with parents and community via advisory groups and School Site Councils (SSCs). Teachers have common preps. In addition,

we hold Tuesday afternoon meetings.

SPSA ALIGNMENT TO THE LEA PLAN

SDUSD’s LEA goals (12 Quality Indicators for Success) are articulated throughout the SPSA. Each of the 5 Area Goals contained in the SPSA have

Title I budgets allocated to supports identified within the LEA plan. Supports include but are not limited to CCSS curriculum alignment via PLC and

professional development, extended and intensive learning opportunities, etc. as they are described in the “Budget: Resources Aligned to Area Goals” section of this plan.

PROCESS FOR MODIFYING THE SPSA AND CONCLUSIONS The SSC has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional

program for students failing to meet API and AYP growth targets. In order to achieve the SMART goals and implement the major strategies and

action steps set forth in the plan the following related actions and expenditures have been adopted to raise the academic performance of student groups

not meeting state standards.

Advisory groups were consulted during the SPSA development process as documented on the Recommendations and Assurances page.

LCFF COMMUNITY AND STAFF ENGAGEMENT Input was sought from stakeholders within and outside the school community, including the School Site Council. The money allocated to the site will

be used toward continuing to build a culture of achievement where we can raise high school graduation rates, increase our attendance rates, promote a

culture of parent involvement, dramatically increase our college matriculation rates, and ensure each student is successful in the career of their choice.



SCHOOL SITE COUNCIL MEMBERSHIP

Member Name Role

Susy Saldana Parent Samuel Student

Ruby Student Marco Student Carmen Garcia Principal

Skye Cooke Pinon Teacher Claudia Hardin Teacher

Imani Robinson Community Member Jackie Rivers Teacher Claudia Lugo Other

Kyle Williams Teacher Rena Reodica Parent



SINGLE PLAN FOR STUDENT ACHIEVEMENT

Area 1: English/Language Arts English/Language Arts SMART Goal:

By June 2019, 60% (approx. 97 - 11th graders) will meet or exceed standards in ELA on the SBAC exam.

Closing the Gap SMART Goal:

*Add/delete appropriate subgroups for your school. (For example: Asian, Filipino, Foster Youth, Homeless, Socioeconomically Disadvantaged, White,).

Subgroup: African American students

By June 2019, 55% (approx. 12 11th graders) will meet or exceed standards in ELA on the SBAC exam.

Subgroup: English Learners students

By June 2019, 40% (approx. 11 11th graders) will meet or exceed standards in ELA on the SBAC exam.

Subgroup: Hispanic/Latino students By June 2019, 60% (approx. 76 11th graders) will meet or exceed standards in ELA on the SBAC exam. Subgroup: Students with Disabilities

By June 2019, 30% (approx. 8 11th graders) will meet or exceed standards in ELA on the SBAC exam. WHAT DATA DID YOU USE TO FORM THESE GOALS?

CELDT Interim Assessments End-Of-Course

Exams SBAC DRA2 SMI SRI KDS ELPAC ARI MDTP Report Cards End-Of-Unit

Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify):

Grades based on academic performance. Progress and Growth Monitoring: How and when will you monitor progress towards your ELA goal?

Teachers will meet by grade level/department to analyze formative and summative assessments, student grades, monitor student progress in ELA courses

6-8 times per year. Analysis will inform subsequent instruction.



Area 2: Mathematics Mathematics SMART Goal:

By June 2019, 30% (approx. 49 - 11th graders) will meet or exceed standards in Math on the SBAC exam.

Closing the Gap SMART Goal:

*Add/delete appropriate subgroups for your school. (For example: Asian, Filipino, Foster Youth, Homeless, Socioeconomically Disadvantaged, White,).

Subgroup: African American students

By June 2019, 30% (approx. 7 11th graders) will meet or exceed standards in Math on the SBAC exam.

Subgroup: English Learner students


Subgroup: Hispanic/Latino students


Subgroup: Students with Disabilities

By June 2019, 15% (approx. 4 11th graders) will meet or exceed standards in Math on the SBAC exam. WHAT DATA DID YOU USE TO FORM THESE GOALS?




Grades based on academic performance, master schedule Progress and Growth Monitoring: How and when will you monitor progress towards your Math goal?

Teachers will meet by grade level/department to analyze formative and summative assessments, student grades, monitor student progress in ELA courses

6-8 times per year. Analysis will inform subsequent instruction.



Area 3: English Learner English Learner SMART Goal:

By June 2019, a minimum of 40% of my site’s English Learner Potential Reclassification students will be reclassified using the Fall and/or Spring

Reclassification Criteria or the Alternate Reclassification process for student who are dually-identified as receiving EL and Special Ed. services.

Closing the Gap SMART Goal: WHAT DATA DID YOU USE TO FORM THESE GOALS?




Grades as based on academic performance. Progress and Growth Monitoring: How and when will you monitor progress towards your English Learner goal?

Professional development time is provided within the structure of Professional Learning Communities. Analysis of student data is through the lens of

SDUSD's learning cycle focus, directly reflected in our vision - "How do we develop students who take an active stance in their own learning and

become actively literate, contributing members of a society who make a positive difference in the world?" The school year is broken in to four learning

cycles, each cycle building student capacity around this goal. The cycles are:

Cycle I (August-November) - How do we develop an academic, social and physical environment worthy of our children?

Cycle 2 (November -February) - How do we create classrooms that are alive with collaborative conversations?

Cycle 3 (February - April) - How do we create the learning conditions that maximize the potential that is within the variability of all learners?

Cycle 4 (April - June) - How do we develop students that take an active stance in their own learning and the learning of others?

Professional Learning Communities (PLCs) analyze student data in order to monitor student progress toward these goals. Analysis results in responsive

instruction. Findings and progress are shared with parents and community via advisory groups and School Site Councils (SSCs).



Area 4: Graduation/Promotion Rate Graduation Rate SMART Goal:

By June 2019, 95% (approx. 153 12th graders) will graduate.

By June 2019, 90% (approx. 153 12th graders) will earn at least 12 credits for the current school year.



By June 2019, 75% of 9thgraders will earn at least 12 credits for the current school year.

By June 2019, the number of12th graders earning D-F grades in English will decrease by 10% (approx. 18 students).

By June 2019, the number of 11th graders earning D-F grades in English will decrease by 10% (approx. 24 students).

By June 2019, the number of 10h graders earning D-F grades in English will decrease by 10% (approx. 31 students).

By June 2019, the number of 9th graders earning D-F grades in English will decrease by 10%.

By June 2019, the number of 12th graders earning D-F grades in Math will decrease by 10% (approx. 18 students).



By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 10%.

Closing the Gap SMART Goal (Optional for Elementary schools):

Subgroup: English Learners students

By June 2019, 80% (approx. 21 12th graders) will graduate.

By June 2019, 80% (approx. 21 12th graders) will earn at least 12 credits for the current school year. By June 2019, 80% (approx. 31 11th graders) will earn at least 12 credits for the current school year. By June 2019, 75% (approx. 29 10th graders) will earn at least 12 credits for the current school year.

By June 2019, 70% of 9thgraders will earn at least 12 credits for the current school year.

By June 2019, the number of12th graders earning D-F grades in English will decrease by 50% (approx. 5 students). By June 2019, the number of 11th graders earning D-F grades in English will decrease by 50% (approx. 15 students). By June 2019, the number of 10h graders earning D-F grades in English will decrease by 40% (approx. 16 students). By June 2019, the number of 9th graders earning D-F grades in English will decrease by 40%.



By June 2019, the number of 10th graders earning D-F grades in Math will decrease by 40% (approx. 16 students). By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 40%.

Subgroup: Hispanic/Latino students By June 2019, 95% (approx. 153 12th graders) will graduate. By June 2019, 95% (approx. 153 12th graders) will earn at least 12 credits for the current school year.




By June 2019, 80% (approx. 117 10th graders) will earn at least 12 credits for the current school year. By June 2019, 75% of 9th graders will earn at least 12 credits for the current school year.

By June 2019, the number of12th graders earning D-F grades in English will decrease by 20% (approx. 26 students). By June 2019, the number of 11th graders earning D-F grades in English will decrease by 20% (approx. 32 students).

By June 2019, the number of 10h graders earning D-F grades in English will decrease by 20% (approx. 29 students). By June 2019, the number of 9th graders earning D-F grades in English will decrease by 20%.

By June 2019, the number of 12th graders earning D-F grades in Math will decrease by 20% (approx. 28 students). By June 2019, the number of 11th graders earning D-F grades in Math will decrease by 20% (approx. 33 students). By June 2019, the number of 10th graders earning D-F grades in Math will decrease by 20% (approx. 38 students).

By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 20%.

Subgroup: Students with Disabilities By June 2019, 75% (approx. 19 12th graders) will graduate.

By June 2019, 80% (approx. 21 12th graders) will earn at least 12 credits for the current school year. By June 2019, 75% (approx. 27 11th graders) will earn at least 12 credits for the current school year. By June 2019, 70% (approx. 23 10th graders) will earn at least 12 credits for the current school year.

By June 2019, 65% of 9thgraders will earn at least 12 credits for the current school year. By June 2019, the number of12th graders earning D-F grades in English will decrease by 50% (approx. 28 students).

By June 2019, the number of 11th graders earning D-F grades in English will decrease by 50% (approx. 18 students).

By June 2019, the number of 10h graders earning D-F grades in English will decrease by 50% (approx. 16 students).

By June 2019, the number of 9th graders earning D-F grades in English will decrease by 50%. By June 2019, the number of 12th graders earning D-F grades in Math will decrease by 50% (approx. 28 students). By June 2019, the number of 11th graders earning D-F grades in Math will decrease by 50% (approx. 18 students).


By June 2019, the number of 9th graders earning D-F grades in Math will decrease by 50%. WHAT DATA DID YOU USE TO FORM THESE GOALS?



Assessments PowerSchool Sign In Sheets Other Other Assessments (Please Specify): Review of transcripts. Progress and Growth Monitoring: How and when will you monitor progress towards your Graduation/Promotion goal?

Teachers will meet by grade level/department to analyze student grades and progress 4-6 times per year. Analysis will inform subsequent instruction. Counselors will meet with struggling students after every progress report to monitor progress, provide supports, and track student growth



Area 5: Parent Involvement and Community Engagement Parent Involvement and Community Engagement SMART Goal:

By June 2019, 100% (approx. 720 families) will receive information regarding academic and citizenship progress of their children. By June 2019, at least 85% (approx. 612 families) will attend course articulation and/or other parent workshops to increase the milestones necessary for

meaningful graduation. Targeted Population:

All parents and guardians of our students.

What data did you use to form these goals?

Sign in sheets at school and community events; e-mail for and from parents, Caver Weekly, Award Nights, Parent Survey, Telephone blast, 9th grade

bridge, Parent Workshops, PIQE, Parent University, ELAC, PTSA, Articulation, Open House, Back to School Night, SSC, SGT, IB/AP, FAFSA, Parent

Connect, attending school events and performances and chaperoning school events. Progress and Growth Monitoring: How and when will you monitor progress towards your Parent Involvement and Community goal?

Teachers and counselors will meet 3-4 times per year, by grade level, to discuss student progress and identify students that need additional

supports. Families will be contacted at least 4 times per year based on progress. Administration will identify specific audience and track attendance.



BUDGET: Resources Aligned to Area Goals Core Program:

Universal Access to Strong Core Instructional Program (Tier 1):

- Fully implement school-wide Small Learning Community Academies for all student grades 9-12

- Enroll all ninth grade students in one of three academies with core teachers to support academic, social, and mentoring support

- All 9th grade students will be invited to participate in a one day summer bridging program for content area support and successful orientation to San

Diego Science and Technology.

- Engage all teachers in school-wide professional reading to increase effective instructional strategies.

- Provide opportunities for tutoring and technology supports in an after-school support program (four days a week)

- Focus on instructional strategies based on SDAIE to improve achievement of English learners.

- Continue to focus supports and interventions through Embedded Support.

- All departments and teachers will disaggregate data to support individual students, as well as significant subgroups.

- Continue to align assessments and evaluation with literacy, ELD and math standards.

- Continue development of timelines from which the standards will be taught.

- Create Problem Based Learning (PBL) projects for standards- based lessons.

- Share standards-aligned materials that have been used successfully to teach and re-teach the standards.

- Analyze data to guide instruction and disaggregated assessment data to modify and pace instruction.

- Share best practices that improve Mastery Teaching of standards.

- Continue implementation of the Guaranteed and Viable curriculum.

- AVID for all students.

- Provide test prep support for students to take the PSAT and SAT/AC

- Administer the PSAT to all 9th and 10th grade students during the school day.

- Administer the Naviance career assessment to 11th grade students.

- Increase the number of students participating in AP and AVID courses.

- Fund AVID team to attend AVID summer conference.

- Continue to vertically and horizontally align rigorous curriculum with embedded assessments

Strategic Support (Tier 2)

- Targeted small group instruction - Intervention courses offered to struggling learners

- Provide increased after-school educational opportunities for under-performing students.

- Support of ELD students to meet the standards with ELST support from district.

- Develop and implement instructional strategies to scaffold standards to meet the needs of English learners.

- Provide after-school all core subject support five days a week.

- Continue on-going RTI support of appropriate placement and in-class.



- Develop targeted intervention program based on student needs, throughout the school year.

Intensive Intervention (Tier 3)

- Provide additional support for struggling students.

- Incentive programs 1. Strategies to meet ELA/Math/ELD goals (Maximizing Instructional Time) (7/1/2018 - 6/30/2019):

SDHS SciTech utilizes an 8 period structure on an A/B schedule. This allows the school to maximize the instructional time and allows students to take

many more a-g courses in order to not just graduate from high school but to be fully prepared for the college/career of their choice. Teachers meet to

address student needs. In addition, a campus wide Instructional Leadership team meets to address rigor and to vertically and horizontally align

curriculum. Proposed

Expenditures

FTE Salary Estimated

Cost

Funding Source

Budget Code

Funding

Source

Area

Goal(s)

Rationale

Supplies $1,941.00 $1,941.00 3753-30100-00-4301-

1000-1110-01000-0000 Title I Basic

Program 01, 02, 03,

04 Supplies for ELA and math classes including books and reading

materials to support core academics and English language

development. How will you monitor these strategies/activities?

Exit slips, formative/summative assessments.

2. Strategies to meet ELA/Math/ELD goals (Closing the Gap) (7/1/2018 - 6/30/2019):

SDHS SciTech utilizes an 8 period structure on an A/B schedule. ALL students take four years of Math, AVID, among other intervention courses aimed

to support our students so that each is successful. This allows the school to maximize the instructional time and allows students to take many more a-g

courses in order to not just graduate from high school but to be fully prepared for the college/career of their choice. Proposed

Expenditures FTE Salary Estimated

Cost Funding

Source Budget

Code

Funding

Source Area

Goal(s) Rationale

Regular Teacher - 0.0400 $3,284.04 $4,691.48 3753-30100-00-

1107-1000-1110-

01000-0000

Title I Basic

Program 01, 02, 03,

04 AVID - To support them in the rigorous coursework, AVID students learn

organizational and study skills, develop critical thinking, learn to ask probing

questions, receive academic help from peers and college tutors, and participate in

enrichment and motivational activities. Regular Teacher - 0.8600 $70,606.86 $100,866.98 3753-30100-00-

1107-1000-1110-

01000-0000

Title I Basic

Program 01, 02, 03,




enrichment and motivational activities. Regular Teacher - 0.2500 $20,525.25 $29,321.80 3753-30100-00-

1107-1000-1110-

01000-0000

Title I Basic

Program 01, 02, 03,




enrichment and motivational activities.



Regular Teacher - 0.0100 $821.01 $1,259.34 3753-30100-00-

1107-1000-1110-

01000-0328

Title I Basic

Program 01, 02, 03,




enrichment and motivational activities. How will you monitor these strategies/activities?

Exit slips, formative/summative assessments, grade checks.

3. Strategies to meet ELA/Math/ELD goals (Professional Development) (7/1/2018 - 6/30/2019):

The staff at SDHS Science and Technology meets weekly to address student needs. In addition, department meetings serve to address vertical and

horizontal curricular alignment so that all students are successful. Teachers also attend AVID, QTEL, CCTE, and other academic intervention trainings,

among other professional development aimed to meet student needs. How will you monitor these strategies/activities?

Evaluation of PD implementation of strategies.

4. Strategies to meet graduation/promotion rates (Social/Emotional Supports) (7/1/2018 - 6/30/2019):

All students in SDHS Science and Technology are enrolled in AVID all four years. This course, in addition to what our counselors address, also focuses

on ensuring students are progressing toward high school completion and college admission. How will you monitor these strategies/activities?

Analysis of grades during each grading period, enrollment in core and a-g courses, etc.

5. Strategies to meet parent engagement goals (7/1/2018 - 6/30/2019):

Parent engagement is a key goal. We partner with our parents to ensure they understand the road map toward high school graduation, and ultimately

college completion. Parents attend monthly meetings provided by PTSA, among other organizations. Also, parents attend articulation sessions where the

student's perfect academic path is designed. Proposed

Expenditures


Cost Funding Source

Budget Code Funding

Source Area

Goal(s)

Rationale

In-service supplies $800.00 $800.00 3753-30103-00-4304-2495-

0000-01000-0000 Title I Parent

Involvement 05 Meeting and other supplies to be utilized for parent and

community meetings. Tech Professional

OTBS Hrly $1,000.00 $1,284.10 3753-30103-00-2455-2495-


Involvement 05 Translation for parent involvement events.

Supplies $800.00 $800.00 3753-30103-00-4301-2495-


Involvement 05 Supplies such as charts, pens, etc. for parent involvement

events.



Conference Local $536.00 $536.00 3753-30103-00-5209-2495-


Involvement 05 Conferences such as CABE and PIQE for parent attendance.

Parents return and share best practices and train peers.

How will you monitor these strategies/activities?

The administrative and faculty team monitors progress toward each goal during weekly meetings. Parent participation/attendance in school meetings,

functions, and events. Soft/hard data are analyzed to ensure each goal is met.



Local Control Funding Formula Goals and Budget Goal 1: Intervention Supports Student learning is analyzed in real time, resulting in a plan that responds to identified needs, the supports are timely on-going and linked to the outcomes

of the core instructional program, how will you utilize your funds to maximize results for students? Intervention Support Goal::

To provide a system of academic and social-emotional supports and interventions for struggling students to increase academic performance.

Identified Need::

Students who are not performing at grade level have a variety of needs. Some require academic support while others need behavioral guidance.

Target Group::

Students not performing at or above grade level based on district assessments or grades earned. Monitoring:: Analysis of benchmark assessment data, SBAC results (when available), grades, discipline records.

Personnel Responsible:: Principal, Teachers, Dean of Students, Pupil Advocate, Counselors

Goal 2: Classroom Supports A variety of classroom supports expand or enhance core instructional programs, how do these supports align to your instructional program? Classroom Support Goal::

To provide sufficient instructional supplies to implement Common Core strategies.

Identified Need::

Implementation of CCSS strategies require additional instructional supplies. Target Group:: All students will benefit from the instructional supplies. Monitoring::

Principal will monitor classroom instruction to ensure implementation of CCSS strategies.

Personnel Responsible:: Principal and teachers.



Goal 3: Professional Development Professional learning is a response to student and adult need--according to your current reality, what type of teacher learning will you lead at your site

and how will you utilize your funds to maximize results for students? Professional Development Goal:

The staff at SDHS Science and Technology and Leadership meets weekly to address student needs. In addition, department meetings serve to address

vertical and horizontal curricular alignment so that all students are successful. Teachers also attend AVID, IQTEL, CCTE, and other intervention

trainings, among other professional development aimed to meet their needs. Identified Need::

Instructional changes to meet schoolwide consistency across the three schools. Target Group:: Grades 9-12.

Monitoring:: Campus wide instructional leadership team, unit assessments.

Personnel Responsible:: Administration, Instructional leadership team, WASC chairs, Department chairs, teachers.

LCFF Intervention Supports

Proposed

Expenditures


Cost Funding

Source Budget

Code

Funding

Source Area

Goal(s)

Rationale

Regular Teacher - 0.6600 $54,186.66 $83,116.23 3753-09800-00-

1107-1000-1110-

01000-0000

LCFF

Intervention

Support

LCFF 1,

LCFF 2 AVID - To support them in the rigorous coursework, AVID students learn


questions, receive academic help from peers and college tutors, and participate

in enrichment and motivational activities. Regular Teacher - 0.0500 $4,105.05 $5,864.35 3753-09800-00-

1107-1000-1110-

01000-0000

LCFF

Intervention

Support

LCFF 1,

LCFF 2 AVID - To support them in the rigorous coursework, AVID students learn


questions, receive academic help from peers and college tutors, and participate

in enrichment and motivational activities. Supplies $864.00 $864.00 3753-09800-00-

4301-1000-1110-

01000-0000

LCFF

Intervention

Support

01, 02, 03,

04 Supplies for ELA and math classes including books and reading materials to

support core academics and English language development.

San Diego Science & Technology SINGLE PLAN FOR STUDENT

ACHIEVEMENT


APPENDICES

This section contains the following appendices that will assist the School Site Council in

completing the Single Plan for Student Achievement (SPSA) and in maintaining a cycle of

continuous improvement:

A. Data Reports

B. Title I Parent Involvement Policy

C. Home/School Compact

D. Title I/MPP Budget Allocations Summary Grid

E. 2018-19 SPSA Assessment and Evaluation

F. WASC Recommendations (WASC Schools Only)


ACHIEVEMENT


APPENDIX A

DATA REPORTS

Data Reports: Attached Data comes from www.sandi.net/my-school :ELA/Math Multi-year

Demographic Summary Additional data for schools can be found in:

• Illuminate

• CDE: http://caaspp.cde.ca.gov/sb2017/Search

* Enrollment, participation date, ethnicity demographics, and language demographics will

impact the results of data. Data is organized and reported differently amongst the data

sources above.

http://sandi.net/my-school

http://caaspp.cde.ca.gov/sb2017/Search

2015 2016 2015 2016Student Group N % N % N % % % N % N % N % % %Total 116 69.0 142 54.2 130 52.3 -16.7 -1.9 113 38.1 140 22.1 128 18.0 -20.1 -4.1

Female 45 75.6 52 57.7 53 56.6 -19.0 -1.1 45 33.3 51 23.5 53 11.3 -22.0 -12.2Male 71 64.8 90 52.2 77 49.4 -15.4 -2.8 68 41.2 89 21.3 75 22.7 -18.5 1.4

African American 14 50.0 17 41.2 11 45.5 -4.5 4.3 14 28.6 16 6.3 11 18.2 -10.4 11.9Asian 0 - 3 - 2 - - - 0 - 3 - 2 - - -Filipino 1 - 4 - 2 - - - 1 - 4 - 2 - - -Hispanic 83 69.9 106 52.8 101 52.5 -17.4 -0.3 81 37.0 105 20.0 99 18.2 -18.8 -1.8Indochinese 1 - 0 - 1 - - - 1 - 0 - 1 - - -Native American 0 - 0 - 0 - - - 0 - 0 - 0 - - -Pacific Islander 0 - 0 - 0 - - - 0 - 0 - 0 - - -White 13 76.9 8 - 7 - - - 13 46.2 8 - 7 - - -Multiracial 4 - 4 - 6 - - - 3 - 4 - 6 - - -

English Learner 9 - 27 7.4 19 5.3 - -2.1 9 - 26 3.8 19 0.0 - -3.8English-Speaking 107 74.8 115 65.2 111 60.4 -14.4 -4.8 104 41.3 114 26.3 109 21.1 -20.2 -5.2

Reclassified† 50 78.0 49 57.1 55 60.0 -18.0 2.9 48 37.5 49 14.3 54 16.7 -20.8 2.4Initially Eng. Speaking 57 71.9 66 71.2 56 60.7 -11.2 -10.5 56 44.6 65 35.4 55 25.5 -19.1 -9.9

Econ. Disadv.* 116 69.0 125 50.4 117 53.0 -16.0 2.6 113 38.1 123 18.7 115 17.4 -20.7 -1.3Non-Econ. Disadv. 0 - 17 82.4 13 46.2 - -36.2 0 - 17 47.1 13 23.1 - -24.0

Gifted 40 75.0 27 85.2 16 81.3 6.3 -3.9 38 60.5 27 44.4 16 56.3 -4.2 11.9Not Gifted 76 65.8 115 47.0 114 48.2 -17.6 1.2 75 26.7 113 16.8 112 12.5 -14.2 -4.3

With Disabilities 15 26.7 20 25.0 15 20.0 -6.7 -5.0 14 14.3 19 5.3 0 - - -WO Disabilities 101 75.2 122 59.0 115 56.5 -18.7 -2.5 99 41.4 121 24.8 114 20.2 -21.2 -4.6

Homeless 5 - 12 25.0 13 53.8 - 28.8 5 - 12 8.3 13 7.7 - -0.6Foster 0 - 0 - 0 - - - 0 - 0 - 0 - - -Military 2 - 5 - 2 - - - 2 - 5 - 0 - - -

* In Provision 2 schools, only students who meet free or reduced-price meal eligibility criteria are counted as economically disadvantaged.† All students redesignated during the school year from English learner to reclassified fluent English proficient are counted here as fluent English speaking.

English Language Arts Mathematics Chg From2015 2016 20172015 2016 2017

Chg From

Research and Evaluation2015-2017 California Smarter Balanced Summative Test Results

Percentage of Students Meeting or Exceeding Standard by Grade LevelSan Diego Sci Tech

Grade 11


ACHIEVEMENT


APPENDIX B

TITLE I PARENT INVOLVEMENT POLICY


ACHIEVEMENT


APPENDIX C

HOME/SCHOOL COMPACT

San Diego Unified School District Office of Accountability

Monitoring and Accountability Reporting Department

SAN DIEGO HIGH

SCHOOL OF SCIENCE AND TECHNOLOGY

HOME/SCHOOL COMPACT

SDHS Science and Technology and the parents of the students participating in activities,

services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act

(ESEA) (participating children), agree that this compact outlines how the parents, the entire

school staff, and the students will share responsibility for improved student academic

achievement and the means by which the school and parents will build and develop a partnership

that will help children achieve California’s high standards.

This Home/School Compact is in effect during school year 2018/19.

REQUIRED HOME TO SCHOOL COMPACT PROVISIONS

SCHOOL RESPONSIBILITIES

SDHS Science and Technology will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning

environment that enables participating children to meet California’s student academic

achievement standards.

2. Hold parent-teacher conferences (at least annually in elementary schools) during which this

compact will be discussed as it relates to the individual child’s achievement.

Parents are encouraged to contact their child’s teacher directly anytime throughout the

school year to arrange a parent conference.

3. Provide parents with frequent reports on their child’s progress.

Progress reports will be distributed several times during the school year. Parents are

encouraged to utilize PowerSchool Parent Portal to view their child’s current grades and

attendance data.

4. Provide parents reasonable access to staff.

Parents and guardians are highly encouraged to attend our Fall and Spring Open

Houses to meet the teachers and staff. Our school website contains direct phone

extensions and email addresses for all staff members.

5. Provide parents opportunities to volunteer and participate in their child’s class, and to

observe classroom activities, as follows:

Parents are welcome to visit their child’s class by calling the teacher or office in advance

to make an appointment.

Home/School Compact

Page 2

PARENT RESPONSIBILITIES

We, as parents, will support our child’s learning by:

Monitoring attendance. Ensuring that child is at school each and every day on time.

Making sure that homework is completed.

Participating, as appropriate, in decisions relating to my child’s education.

Promoting positive use of my child’s extracurricular time.

Staying informed about my child’s education and communicating with the school by

promptly reading all notices from the school or the school district either received by my

child or by mail and responding, as appropriate.

Serving, to the extent possible, on advisory groups, such as the School Site Council, the District Advisory Council for Compensatory Education, the English Learner Advisory Committee, or other school advisory groups.


ACHIEVEMENT


APPENDIX D

TITLE I/MPP BUDGET ALLOCATIONS SUMMARY GRID

Site: 3753 San Diego Science & Technology FTE TOTAL FTE TOTAL FTE TOTAL

$ 89,845.00 $ 138,081.00 $ 3,421.00

Certificated Salaries / Monthly 0.71 58,291.71$ 1.16 95,237.16$ 0 -$

2000 Regular Teacher 0.71 58,291.71$ 1.16 95,237.16$ 0 -$

Classified Salaries -$ -$ 1,000.00$

2455 Tech Professional OTBS Hrly -$ -$ 1,000.00$

Employee Benefits 30,688.87$ 40,902.44$ 284.10$

Books and Supplies 864.00$ 1,941.00$ 1,600.00$

4301 Supplies 864.00$ 1,941.00$ 800.00$

4304 Inservice supplies -$ -$ 800.00$

Services and Other Operating -$ -$ 536.00$

5209 Conference Local -$ -$ 536.00$

30100 Title I Basic 30103 Title I 09800 LCFF

Printed by Johnson, Mary 1 of 1


ACHIEVEMENT


APPENDIX E

2018-19 SPSA ASSESSMENT AND EVALUATION

Attachment 5c

Modification of SPSA 2018-19

APPENDIX E SINGLE PLAN FOR STUDENT ACHIEVEMENT

EV AL U AT I O N A ND AS S E S S M E NT SU R V EY SUM M ARY

School Name: San Diego High School – Science & Technology

TYPE OR PRINT

A N A L Y S I S OF S C O R E S

F O C U S A R E A N O T E S /A C T I O N /D E C I S I O N S

MAXIMIZING INSTRUCTIONAL TIME

Continuing to develop units of study for each course-alike

Continue to develop common assessments for each unit of study

Use of data to reflect and revise units of study and teaching practices

Offer interventions in math for incoming students 2 years below grade level

Least restrictive environment for students with IEPs

Continue to increase graduation rate

CLOSING THE ACHIEVEMENT GAP

AVID for all

Continuous credit recovery for students of all grades

Clearly articulated, measurable goals

Study skills class – embedded within student schedules – for students with IEPs

All funds under SSC are used to close the achievement gap and support needs

PROFESSIONAL DEVELOPMENT

Continue ongoing process under ILT for curriculum planning

In the process of gathering formalized data (state testing)

Data from teacher created common assessments

Various PD opportunities throughout the year – district and outside

Capacity builders

GRADUATION/PROMOTION

All curriculum is linked and derived from CCSS

Students challenged through a-g coursework and monitored to maintain on-track status

Articulation night by grade level to develop 4 year plans & determine on-track status

Use of Early Warning System (EWS)

PARENT ENGAGEMENT

PTSA

PIQE

SSC/SGT

Articulation nights, by grade-level

ELAC

Attachment 5c

Modification of SPSA 2018-19

2 Open Houses

Pupil Advocate

CSEC Night for Parents/Community

Coffee with the Principal

Coffee with the Counselors

School Messenger in multiple languages

UPAC parent workshops


ACHIEVEMENT


APPENDIX F

WASC RECOMMENDATIONS (WASC SCHOOLS ONLY)

San Diego High School – Science and Technology ACS WASC Mid Term Progress Report

Chapter V: Schoolwide Action Plan Refinements

In light of the progress made on the Action Plan since our last WASC visit in March 2014, we decided to update our school wide action plan to reflect these changes.

Updated School Wide Action Plan

Systemic Overarching Goal

Integrate a Multi-Tiered System of Supports (MTSS) framework that addresses academic, behavioral, and social-emotional development via integration of Response to Intervention (RTI) processes, Positive Behavior Intervention and Supports (PBIS), and Restorative Practice. The implementation of MTSS through capacity building, distributed leadership through the campus-wide ILT, parental and community involvement, and development of a common vision of success for all students will serve to enhance and support student achievement and access to challenging curriculum, creation of a shared culture of achievement and high expectations in English and Mathematics, increase parent involvement, and improve student behavior and attendance.

Goals

1. Continue to implement the SDHS Framework including vertically and horizontally aligning curriculum with embedded assessments

2. Continued focus on English and Math achievement and preparedness

3. Engage parents to participate in school-wide activities and programs and provide

opportunities for them to acquire important knowledge and skills to become involved partners in supporting their student’s education

4. Campus-wide high expectations for student achievement, behavior, attendance,

punctuality and dress.

48

San Diego High School – Science & Technology ACS WASC Mid-cycle Progress Report

49

Goal 1: Continue to implement the SDHS Framework including vertically and horizontally aligning curriculum with embedded assessments

Action Steps: Continue ILT and

Department meetings to co- create curriculum and assessments

Common preps in all subject areas in the master schedule

Continue peer collegial walkthroughs to collate and observe best practices

Continue professional development to build capacity among staff

Continue to provide professional learning opportunities for departments to share progress and gain feedback from other departments

Support/share progress via department meetings, academy meetings and PLCs

Continually evaluate progress with alignment of curriculum as it relates to the SDHS framework and conduct gap analyses to support next steps.

Person(s) Responsible

Principal Vice-Principal ILT Members All teachers SDUSD support staff Panasonic/Perry & Assoc.

Timeline Ongoing Weekly Department common prep meetings Monthly Pullout days Department Tuesdays (typically twice a month)

By June 2018 every course alike subjects will have 6 common units with embedded pre and post common assessments.

Report of Progress & Assessment

Curriculum units Assessments Student grades SBAC Scores Student work

SPSA Goal Area(s) 1,2,3,4


50

Goal 2: Continued focus on ELA and Math achievement and preparedness.

Action Steps:

Continue to work toward vertically and horizontally aligning curriculum in English and Math

Gather and review student data—SBAC, PSAT, student transcripts, course assessment and student work to inform instruction and adjust as needed.


Principal Vice-Principal Math Teachers English Teachers AVID Teachers All Teachers School Counselors Special Education Teachers SDUSD support staff

Continue to emphasize

communicating reasoning and vocabulary in math instruction

Continue to emphasize critical

thinking, inquiry, and writing in English

Teach strategies for decoding

and interpreting word problems or difficult passages

Provide differentiated

instruction where needed

Create a math intervention

course for Tier 3 students to take concurrently with their Integrated Math I course

Create focused Saturday

Academies with an emphasis on Math and English

SPSA Goal Area(s) 1,2,3,4


51

Timeline Ongoing Collaboration between the teacher and special education teacher and/or assistant in English and Math to offer additional tutoring/support

ELA Goals: By 06/15/2017, 82% of San Diego Science & Technology students will be on track for passing (from 567 students to 578 students) in ELA courses, increasing from 80 % to 82%, a gain of 2.00% points.

By 06/15/2018, 85% of San Diego Science & Technology students will be on track for passing (from 567 students to 602 students) in ELA courses, increasing from 80 % to 85%, a gain of 5.00 % points.

By 06/15/2019, 88% of San Diego Science & Technology students will be on track for passing (from 567 students to 620 students) in ELA courses, increasing from 80 % to 88%, a gain of 8.00 % points.

SBAC Goals: By June 2017, the percentage of students who meet or exceed grade-level standards as measured by the ELA Smart Balanced Test will increase from 59% to 65%.

By June 2018, the percentage of students who meet or exceed grade-level standards as measured by the ELA Smart Balanced Test will increase from 59% to 70%.


52

Timeline, continued

By June 2019, the percentage of students who meet or exceed grade-level standards as measured by the ELA Smart Balanced Test will increase from 59 % to 75%.

Math Goals: By 06/15/2017, 65% of San Diego Science & Technology students will be on track for passing Math courses, increasing from 59% to 65%, a gain of 6.00 % points.

By 06/15/2018, 75% of San Diego Science & Technology students will be on track for passing Math courses, increasing from 59% to 75%, a gain of 16.00 % points. By 06/15/2019, 85% of San Diego Science & Technology students will be on track for passing Math courses, increasing from 59% to 85%, a gain of 26.00 % points. SBAC Goals: By June 2017, the percentage of students who meet or exceed grade-level standards as measured by the Math Smart Balanced Test will increase from 31% to 35%.

By June 2018, the percentage of students who meet or exceed grade-level standards as measured by the Math Smart Balanced Test will increase from 31% to 40%.


53

Timeline, continued

By June 2019, the percentage of students who meet or exceed

grade-level standards as measured by the Math Smart Balanced Test will increase from 31% to 50%.

Report of Progress Course assessments & Assessment SBAC Scores

PSAT/SAT/ACT Scores Student Grades Tutorial Attendance


54

Goal 3: Engage parents to participate in school-wide activities and programs and provide opportunities for them to acquire important knowledge and skills to become involved partners in supporting their student’s education.

Action Steps:

Provide a welcoming environment for parents and families

Continue to invite and encourage parents to become active members in PTSA, ELAC and other school-wide entities


Principal Vice-Principal All Teachers Dean School Counselors All Support Staff Parents ELST English/Math Resource Teachers Pupil Advocate

Continue Caver Weekly in English and Spanish

Replicate National Parent Involvement events throughout the school year

Streamline parent access to attendance clerks, counselors, etc.

Streamline phone tree

Finalize the Parent Room improvements—a space for parents to meet, use a computer, etc.

Parent University classes

Parent forums on topics they find useful—immigration, legal advice, mental health, drug use, adolescent communication, etc.

Positive communication between school staff (teachers, counselors, administration) and parents

Continue to assess parents to gauge interests and needs

Timeline Ongoing Weekly parent outreach Monthly workshops

By 06/15/2017, 95 % of Science & Technology Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain improvement in Parent and Community Engagement.

By 06/15/2018, 98 % of Science & Technology Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain improvement in Parent and Community Engagement.

SPSA Goal Area(s) 5


55

Timeline, continued

By 06/15/2019, 100% of Science & Technology Parents/Guardians will receive proactive and personal communication from counselors at least 8 times per year to gain improvement in Parent and Community Engagement.

By 06/15/2017, 95% of Science & Technology Parents/Guardians will receive proactive and personal communication from teachers at least 4 times per year to gain improvement in Parent and Community Engagement.

By 06/15/2018, 98% of Science & Technology Parents/Guardians will receive proactive and personal communication from teachers at least 4 times per year to gain improvement in Parent and Community Engagement


56

Timeline, continued

By 06/15/2019, 100% of Science & Technology Parents/Guardians will receive proactive and personal communication from teachers at least 4 times per year to gain improvement in Parent and Community Engagement

By 06/15/2017, at least 95% of Science & Technology Parents/Guardians will participate in at least one school- based activity in in Parent and Community Engagement.




Calendars Program flyers Flyers Sign-in sheets Event documentation (pictures, video, etc.) Counselor logs


57

Goal 4: Campus-wide high expectations for student achievement, behavior, attendance, punctuality and dress.

Action Steps:

Continue to implement the Caver Five School-wide expectations

Continue to utilize GMSDHS

Continue to expand restorative practices

Continue home visits for students needing support with attendance, behavior and tardies

Person(s)

Responsible

Principal Vice-Principal All Teachers Dean of Students Attendance Clerk School Counselors All Support Staff Parents

Timeline Ongoing By June 2017:

We will achieve 92% graduation rate.

Double enrollment in AP and Community College courses.

Increase attendance rate to 95%.

Decrease tardies by 1/3

Decrease referrals and suspensions by 1/3

By June 2018:



Increase attendance rate to 96%.

Decrease tardies by 1/3

Decrease referrals and suspensions by 1/3

By June 2019:



Continue to hold student assemblies to set expectations and outline support systems we have in place for them

Streamline reward system for students that are doing well and incentivize additional students

Provide tiered systems of support to meet the individual needs of students

Apply for grants to help fund bus passes for students that cannot afford them

Continue to stock and use

the Caver Closet for needy students

Continue to use motivational speakers and other intervention strategies to connect with and support students

SPSA Goal Area(s) 3, 4


58

Timeline, continued Increase attendance

rate to 97%. Decrease tardies by

2/3 Decrease referrals

and suspensions by 2/3


Behavior incidents log Attendance/ADA Tardies Student feedback Staff feedback Parent feedback 4-year plans Counselor Guidance curriculum EOS Enrollment in AP, Community College, and UCSD courses

Provide staff meetings where teachers can brainstorm ideas to increase student achievement and support strategies for students

Conduct research and staff

discussions on equitable and fair grading practices focused on mastery

Continue to grow a culture

of achievement via AVID classes and Counselor presentations—a-g presentations, 4 year plans, graduation requirements

Continue to provide

tutoring opportunities for students

Develop an AVID Peer

Mentorship Program where students push into AVID classes and provide academic tutoring

Foster additional

mentorship opportunities


59

Conduct additional student focus group sessions to gain student perspectives on a variety of topics

Continue to work with the ELAC subcommittee focusing on reducing tardies and chronic absences

Provide grade level specific

student/parent meeting regarding expectations for academics, behavior, attendance, etc.

Continue to work with EOS

and enroll more students in AP and other advanced courses

Continue to work with our

university partners to strengthen a culture of achievement

Continue to enroll students in

the Community College and UCSD courses

Grow and support the 11th

grade college trip for all Juniors

Documents

2018-19 · (For example: Asian, Filipino, Foster Youth, Homeless, Socioeconomically Disadvantaged, White,). Subgroup: African American students By June 2019, 30% (approx. 7 11th graders)