College and Career Readiness for All · ensure College and Career Readiness and Citizenship for all students, TK-12. 2. Create systems and structures that provide multiple pathways

The Single Plan for Student Achievement 1 of 69 1/27/16

Del Norte High School Single Plan for Student Achievement

2015-2016

College and Career Readiness for All

Ensuring the highest levels of success for each and every student, with commitment to

Rigor, Relevance, and Relationships


This plan meets the content requirements of amended Education Code 64001 for a SPSA. It provides a single comprehensive school plan to improve the academic performance of students. Completion of the plan satisfies requirements of all programs for which the school has an allocation in the California Consolidated Application for categorical funding.

Table of Contents

I. Vision and Organizational Directions

How will we connect our school and our efforts to the larger PUSD Strategic Vision of “College and Career Readiness for All?” A. PUSD Strategic Vision B. Site Organizational Directions

II. Assessment, Evaluation, and Analysis of Student Learning

How will we know students are learning and where are the gaps? An analysis of student learning, progress toward closing the achievement gap, and attaining college readiness. A. Site Assessment Plan B. Data Reports C. Data Analysis – Previous Year Goals, Areas of Strength, Areas of Need

III. Teaching and Learning

What are we going to do differently to ensure students are on track to graduate college-ready? A. Site-Based Literacy Plans B. Level Transitions

IV. Safe and Supportive Schools

How will we ensure students are provided an environment that best supports achievement? A. School-wide Behavioral Support Plan B. Drug Abuse Education Plan

V. Funding and Governance

How will our organizational, human, and monetary resources align with our efforts? A. Programs/Funds Included in the SPSA B. Centralized Services C. Assurances and Signatures D. Budget Development Forms (One form for each state/federal program with funds in the SPSA)

VI. Addendum (Optional) and/or Title I Schoolwide Plan Addendum


I.A. VISION AND ORGANIZATIONAL DIRECTIONS - PUSD STRATEGIC VISION

“College and Career Readiness for All” District Vision and Strategic Goals for 2013-2018 In 2013-2014, Poway Unified School District stakeholder groups met to once again develop a strategic vision and identify the future direction of the district. The Mission Statement was modified to add the element of career readiness to the previously adopted “College Readiness for All, becoming “College and Career Readiness for All.” In addition, the PUSD Board of Education adopted three PUSD Goals:

1. Ensure each student engages in a challenging 21st Century learning experience. 2. Develop and maintain communications systems that create collective engagement among all stakeholders. 3. Create a collaborative culture of continuous learning for all staff.

District Initiatives for 2013-2018 The following District Initiatives have been identified to support the PUSD Goals. 1. Design and implement curriculum, instructional practices, and assessment systems that align with California State Standards across content

areas to ensure each student will: a. Engage in Inquiry Based Learning b. Think Creatively and Critically c. Reason Effectively d. Produce/Generate Information e. Solve Complex and Real World Problems f. Communicate Effectively g. Collaborate with Others h. Recognize, Understand and Respect Cultural Diversity to ensure that all students are prepared for success in the global economy.

2. Provide comprehensive programs, services and facilities to ensure social and emotional well-being of all students and staff in a safe and secure

environment. 3. Create a comprehensive communication plan that:

a. Utilizes a wide range of media b. Provides opportunities for timely, proactive, two-way communication

4. Design and implement a comprehensive system of professional learning that:

a. Allows each individual to personalize learning b. Provides multiple formats c. Supports collaboration, inquiry and problem solving


District LCAP Goals 2015-2016 The following goals have been identified to support student achievement: 1. Support high-quality teachers in their implementation of an articulated California standards-based curriculum, instruction, and assessment to

ensure College and Career Readiness and Citizenship for all students, TK-12. 2. Create systems and structures that provide multiple pathways of learning and engagement to increase College and Career Readiness of our

students and close the achievement gaps for all subgroups. 3. Strengthen and maintain a safe, healthy, positive, and attractive learning environment for all learners. 4. Increase student and parent engagement in learning through enhanced community involvement in the education of our students. 5. Develop, implement, and embed a collaborative learning structure and system for adults and students to increase student achievement.


I.B. VISION AND ORGANIZATIONAL DIRECTIONS - SITE ORGANIZATIONAL DIRECTIONS (LCAP Goals 1-5 ) The district vision of “College and Career Readiness for All” provides the foundation for the Local Control and Accountability Plan (LCAP) and the direction of our site efforts. To support the districtwide core values, our school will focus on multi-year initiatives: Design and implement curriculum, instructional practices and assessment systems that align with the California State Standards across content areas

In alignment with the district's vision of “College and Career Readiness for All –Gateway to our Students’ Future”, strategic and thoughtful interventions will need to be developed and refined to ensure the academic success of all students - particularly for those under-resourced students in traditionally lower performing sub groups. In 2013-14, our site focused on reviewing cross-curricular performance task exemplars and creating instructional units culminating in performance tasks. Embedded in this work, we looked to change instruction - specifically encouraging greater implementation of research based AVID strategies like WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) as well as focusing on questioning strategies and overall rigor (Costa's Level of Questioning, Depth of Knowledge, and Hess' Cognitive Rigor Matrix). In 2014-15, we added a CA Standards Staff Development TOSA position. Our TOSA was tasked with assisting our staff in implementing CA Standards instructional strategies, creating and refining performance tasks, as well as preparing our staff and students for the SBAC assessment. The TOSA met with content area teams weekly (Professional Time/Late start Tuesdays) to help pace instruction as well as to create/refine common course assessments (formative and summative). We continued to focus on questioning strategies and overall rigor (Costa's Level of Questioning, Depth of Knowledge, and Hess' Cognitive Rigor Matrix). Additionally, we allocated approximately $30,000 through the Common Core Site Allocation Plan to further support teachers in making the transition to the CCSS. Half of this money was used towards paying staff for collaboration time when they met in teams to collaborate during the summer of 2014. The other half was spent on providing release time to support PLC collaboration, purchase instructional materials, and to support staff development. Finally, working with a group of teachers (alternative evaluation) interested in exploring Instructional Rounds, classroom walkthroughs were conducted from November-March focusing on WICOR, Depth of Knowledge (DOK) and Active Classroom Instructional strategies. This school year, DNHS staff are focused on two specific instructional strategies: CLOSE Reading (informational text, annotation, chunking text, re-reading, writing in margins, utilizing guided questions, etc...) and Speaking and Listening (working in small groups, building on others' ideas, drawing on reading and research for evidence; synthesizing comments, claims, and evidence; evaluating a speakers point-of-view, etc...). Using materials developed by Dr. Fisher and Dr. Frey (SDSU), staff have focused on Reading Comprehension and Collaborative Learning. Working out from Claims to Targets and Standards, we are hoping to continue making progress changing our students' classroom experience, expanding their opportunity to actively (as opposed to passively) process and learn new material ultimately increasing student engagement/thinking. This work is supported by our Common Core TOSA as well as by accomplished teacher leaders on campus. New this year, our SMART goals are tied directly to this work. Students, parents, and staff members are visiting classrooms in the Fall, Winter, and Spring gathering evidence and artifacts from their classroom visits. How often are these strategies (CLOSE Reading and Speaking and Listening) being utilized? And is the frequency of these instructional strategies use trending in up? Further supporting the work to align our curriculum, instructional practices and assessment systems with the Common Core State Standards, we continue to encourage and support every student in completing the UC-CSU "a-g" course requirements by creating multiple pathways for student success. 82% of graduating seniors in the Class of 2015 met the rigors of an a-g curricular experience.

• The Trimester System supports UC-CSU a-g completion allowing for acceleration as well as for remediation. Students attending Del Norte have the option of taking courses like Algebra 1-2, Chemistry and Physics as two or three trimester courses. Additionally, students served by the Resource Department benefit from English, math, science, classes taught collaboratively. The result - more students are successfully completing their math and science requirements to graduate a-g compliant.


• Consistent with our inclusive school philosophy, we actively support Open Access, encouraging every student to attempt at least one Advanced Placement level course prior to graduation. 74-78% of students in the graduating classes of 2013, 2014, and 2015 successfully completed at least one AP level course (and the % is trending up). 84% of graduating seniors scored a 3 or higher on an AP test.

• We offer a rich array of CTE (Career and Technical Education) electives and career pathways. These rigorous courses support college and career readiness. Health science (biomedical science), engineering (robotics), computer science (3-D Animation; WebDesign, and CIS), and media and entertainment electives have all been added to our program in recent years. In 2014-15 we added AP Computer Science. These strategic courses, among others, provide students the opportunity to develop 21st century skills that are relevant and that will have value in the global marketplace. As our CTE (Career Technical Education) program expands, students will have access to multi-year sequences of courses that integrate core academic knowledge with technical and occupational knowledge, providing students with pathways to post-secondary education and careers.

• We continue to encourage every freshman, sophomores, and juniors to take the PSAT, and our current student participation rates are consistently over 90%. This assessment provides important, individualized feedback to our students (and their parents) that supports our college and career readiness goals.

• We have developed a strong site AVID (Advancement Via Individual Determination) program. AVID has a proven track record of increasing student access to rigorous course work as well as supporting college readiness for all.

• Finally, students attending Del Norte have access to the same online courses as their peers attending other PUSD high schools do. Provide comprehensive programs, services, and facilities to ensure the social and emotional well-being of all students and staff in a safe and secure environment

Even though Del Norte High School continues to grow each year, the campus still feels intimate. Staff and students immediately recognize visitors on campus. They recognize new transfer students. No one is anonymous. With initiatives like Link Crew, PLUS, and Homeroom, there is a familiarity here that is uncommon. DNHS is an inclusive school by design. To support the principle of inclusiveness, the staff at Del Norte does not label or track students. The trimester system, too, is unique in that it allows students the opportunity to customize their course load - taking 12-15 courses each year. Students needing remediation or an opportunity to repeat a course can do so - usually in the current school year; students interested in accelerating their learning or in exploring electives, internships, or part-time employment opportunities are also free to do so. Finally, every student is encouraged to join a club, play a sport, and/or pursue/explore personal interests. We had over 100 ASB chartered clubs on campus last year; additionally, over 60% of our students participated in athletics. Wearing school colors, participating on a team, and winning and losing with teammates contributes to the glue that bonds us all together. All students are assigned a counselor by alpha. Counselors are supported managing their caseloads with administrative support. Last year we were allotted more time to expand/improve Student Services and we added a second Guidance technician (2014-15), and this year (2015-16), we hired a new part-time counselor as a means to more effectively support our counseling efforts. Student led groups like Link Crew, ASB, and PLUS are also active on campus, delving into topics related to drug and alcohol abuse, bullying, peer acceptance and inclusion, and academic honesty. All students meet weekly in an assigned Homeroom where curriculum has been developed to support our school mission: inspiring passion and preparing all students to be college ready, future focused, and globally aware. All students have access to three Tutorials each week during the school day, and all have the option of free tutoring in English, math, and science on late start Tuesday mornings as well as two evenings a week. Teachers also provide morning tutorials as well as those built in later in the day to support students mastery of academic content. Some students are identified and recruited or they elect to participate in programs like AVID, while others take electives such as Academic Success. Finally, all students can access support through Student Services on a daily basis. Creativity and imagination are also highly valued attributes at Del Norte. The VAPA (Visual and Performing Arts) department actively encourages artistic expression. The link between creativity and better mental and physical health is well documented by research. The act of "creating" helps make students happier, less anxious, more resilient, and better equipped to problem solve in the face of hardship. Distinctively Del Norte events like Night at the Museum - hosted every 12 weeks - prominently showcases student artwork and creativity underscoring our commitment to the Arts. Nighthawk 2.0 is another initiative embedded in the school culture to help meet the needs of all students. The goal of Nighthawk 2.0 is to identify students without active "case managers" who would benefit from more support. Each year, we identify students at risk who do not have an IEP and who are not supported in programs like AVID or ELL. Nighthawk 2.0 helps to ensure that every student who needs additional support has an adult connection/advocate on campus.


DNHS hosted “What I Wish My Parents Knew” this past October, a unique presentation for PUSD parents to learn more about the struggles and pressures our students face. Over the last four years, more than 2,000 adults have attended one or more of the workshops facilitated through this effort. Break-outs include topics like Guiding your Teen through the Party Years, Depression, Guardrails, Communication, Social Media, Academic Pressure, among others. Finally, we have a very active School Site Safety Committee comprised of students, parents, and staff members that meets regularly to assess our safety and facility concerns. We have made steady progress refining our practice in recent years. Create a comprehensive communication plan

Open lines of communication are imperative to building and maintaining trust. And we recognize that our work moves at the speed of trust. The administrative team places a high priority on being visible and accessible. Administrators regularly visit classrooms, walk the campus during periods of transition and at lunch, and attend athletic and VAPA events weekly. The Leadership Team, comprised of elected department and PFT representatives, works to ensure teacher-voice is present when planning Professional Growth opportunities, Late Start Pro-Grow Tuesdays, and the agenda for All Staff meetings. Additionally, administrators frequently attend department meetings on Late Start Pro-Grow Tuesdays. Finally, the principal meets with every staff member, individually, annually for 10-15 minutes in January/February to ensure teachers are well supported. Parents access administrators at events like Student Registration, Back-to-School Night, What I Wish My Parents Knew, Parent Conferences, 8th Grade Open House, and through the PTSA and Foundation and various booster groups. Additionally, the PTSA hosts a Principal's Coffee every 8-12 weeks - inviting the community to come and meet with administrators in an informal, Q and A setting. This last fall, with a Common Core emphasis, the Principal's Coffee drew over 60 parents! Students can access administrators in various ways. They often stop administrators out on campus in passing to share a comment or perspective or insight. Sometimes their concerns are brought forward by teachers, coaches, or counselors. Ad hoc student groups are pulled together to discuss timely issues like cultural competency, academic support and inclusion. Administrators regularly visit classrooms addressing concerns and reviewing student discipline; they also see every student several times each year through Homeroom. Finally, administrators regularly meet with student leaders in ASB and drop-in on ASB club meetings. Staff, Parents, and Students can all participate on committees like the AVID School Site Team, the English Language Learners School Site Team, the School Site Council and the School Site Safety Committee - venues where they can have a direct impact on practice. Communication also occurs through phone and technology based outlets at Del Norte: The Daily Bulletin, Morning Announcements, Black Board Connect 5 (email and voice messaging to parents and students), Naviance (utilized by our Counseling Staff), a monthly Counseling Newsletter (targeting parents and students), The Parking Lot (a staff newsletter), The Talon (our school paper), daily updates on our website, DNN (Del Norte Network - a student run video production network), and through social media outlets (like Twitter). Several formal surveys are distributed and reviewed annually as well: CA Healthy Kids Survey, Poway Federation of Teachers Survey of Principal Effectiveness, LCAP surveys, and several miscellaneous community surveys. Feedback is essential for continuous improvement. Finally, the principal, assistant principals, and counselors maintain an open door policy - meaning students, staff, and parents can drop in to visit, share concerns, or discus items of interest almost anytime with or without a formal appointment. An open-door policy ensures anyone can access an administrator at any time. If an individual has a concern, no appointment is necessary at DNHS.


Create a collaborative culture of continuous learning for all staff

Team Del Norte has been a group effort and shared responsibility from the very beginning. The site leadership team, comprised of elected teacher leaders and support staff (ASB Director, Athletic Director, Counseling, and PFT Representatives) has met monthly for almost eight years now. The work of this team has focused on developing and implementing our school mission: inspiring passion and preparing every student to be college and career ready, future focused, and globally aware. The DNHS mission statement supports the district's organizational directions and directly impacts our students' daily experience at school. In an effort to frame meaningful conversation, the leadership team has participated in a number of shared readings and discussions. The team viewed and discussed the film 2 Million Minutes - a documentary that tracks teens in China, India, and the US. They have also read and discussed several books and one article: Why Are All the Black Kids Sitting Together in the Cafeteria? Disrupting Class, Crucial Conversations, The Advantage, The Five Dysfunctions of a Team, The Bell Curve published in the New Yorker, and most recently, The Multiplier Effect. These shared readings frame important dialogue, encourage leadership, promote self-reflection, and foster synergy. Weekly Professional Time (late start Tuesdays) allows teachers an opportunity to meet by department, between departments, and with staff from other schools. Team leaders are responsible for setting professional time agendas and facilitating the work/conversations. This year we continue our focus on implementation of the Common Core. Additionally, each department has been assigned an administrator. Monthly staff meetings continue to be focused on meaningful content aligned to the site and District mission. The Leadership Team plays a key role in helping to establish the monthly agenda. We continue to have a commitment to establishing vibrant Professional Learning Communities on campus and to continuing WASC related work. Staff focused on CLOSE reading strategies and Speaking and Listening in the Fall and will be participating in a break-out instructional strategies wheel in January exploring CLOSE reading topics like front loading text, annotation, and closure activities. Additionally, they will also have the opportunity to explore collaborative learning strategies to support the Speaking and Listening standards like philosophical chairs, Socratic seminar, gallery walks, role reversal teaching, fishbowl, four square, place mat, etc.... Our staff represent each of our sister high schools: Mt. Carmel, Westview, Poway High, Rancho Bernardo, and Abraxas. Individually and collectively, their experiences and insights have helped guide us in establishing our own signature practices. Many DNHS teachers are content area experts - recognized leaders in the field of education among their peers in PUSD and beyond. Articulation between the staff at Del Norte and our feeder middle school, Oak Valley, continues to be a priority. Late Start Tuesdays allow staff a weekly block of time (7:45-8:45) to meet with colleagues from OVMS (who share our same Late Start Day). Joint MS/HS department meetings have occurred on multiple occasions on both campuses in English, Math, World Languages, AVID, SPED, PE and Science. Administrative Vertical team meetings have also occurred. With DC39 preparing to send us their first 8th grade class soon (2017-18), we are in the early stages of collaborating/articulating with teachers and administrators there, too. With strong staff connections to every high school in the District, and with regular opportunities for administrators to meet with colleagues by region and grade level, we are well connected and supported by PUSD.


II. ASSESSMENTS, EVALUATION, AND ANALYSIS OF STUDENT LEARNING II.A. SITE ASSESSMENT PLAN DISTRICTWIDE (REQUIRED) ASSESSMENTS/REPORTS

ASSESSMENTS TYPE PURPOSE WHO WHEN USES

Smarter Balanced Summative

Criterion-Computer Adaptive /

Performance tests

Assess achievement of state standards

Grades 3-8, 11

Spring Compares student achievement to state/district expectations. Identifies areas of strength and weakness. Useful for targeting instruction.

CST/CMA/CAPA Science

Criterion-referenced

tests

Assess achievement of state standards in science

Grades 5, 8 and 10

Spring Compares student achievement to state/district expectations. Identifies areas of strength and weakness. Useful for targeting instruction.

CELDT Criterion-

reference test Measure level of

achievement in English All ELL

students Fall

Measure ELD levels, plan programs and measure annual growth. Used to redesignate students

API Composite

score Used to determine overall

program effectiveness Schools,

subgroups

Reported annually, in

Spring

Used by state and District as an index of overall academic performance based upon the results of the STAR. Used to compare schools and student groups. Currently suspended by California Department of Education .

AYP Composite

score Used to determine overall

program effectiveness Schools,

subgroups

Reported, annually, in

Fall

Used by state and District as an index of overall academic performance based upon the results of the CAASPP .

MAP Criterion-reference

Assess individual or group progress, and show growth

over multiple administrations

Grades 2-8

Up to 3 times per year, as needed

Measure and report student growth. Results provide subscores that help teachers analyze strengths and areas of need, within the areas of reading, math, and language usage. Sites may also use summative data for MAP assessments to determine grade level and school-wide growth of students in overall skills in Reading, Mathematics and Language.

CAHSEE Criterion-reference

Required to receive HS diploma

Grades 10-12, until passed

Fall, Spring Used to ensure that all high school graduates meet a minimum level of proficiency in ELA and Math. Currently suspended pending legislative action .

State Fitness Testing Performance Compare fitness levels of

students All students, Grade 5, 7, 9

Spring Useful to identify program strengths and weaknesses


SITE-SPECIFIC (OPTIONAL) ASSESSMENTS/REPORTS

STUDENT PERFORMANCE ASSESSMENTS

TYPE (summative or formative)

PURPOSE WHO WHEN USES

Common Course Assessments

Criterion-referenced (formative)

Diagnostic All Grades 9-12

Every 3-4 weeks A formative basis to determine the level of student mastery of content standards; provides a data point helpful in determining the need for and opportunity to differentiate instruction. Common course assessments exist in every department and in targeted courses.

Common Course Finals Criterion-referenced (summative)

Diagnostic; Performance task All Grades 9-12

End of Course (trimester)

A summative assessment that measures student mastery of content area standards. Common course finals exist in every department in targeted courses.

UCSD Math Readiness Exam Criterion-referenced (formative and summative)

To determine the skill level of students about to enter a new level of math; also used to establish a student baseline at the beginning of some math course (algebra)

Students seeking to enroll in a variety of math courses may take this exam: Algebra 1-2, Geometry, Algebra 3-4, etc....

At the beginning of a trimester

A formative basis to determine the level of student mastery of math content standards; provides a data point helpful in determining student placement

Mid-trimester Progress Reports and end-of-course Grades

Performance assessment (mid-tri = formative; end of tri = summative)

To assess individual student performance based upon multiple criteria: mastery of state content standards, degree to which students satisfy teacher expectations (local standards), etc....

All grades 9-12

At the mid-trimester and at the end of a grading period

Used to monitor students progress meeting the CSU-UC "a-g" course requirements; also useful in identifying underperforming students. Supports Parents as Partners

MAP Criterion-referenced; computer adaptive (formative)

Assess individual achievement in core content areas and shows growth over multiple years

RSP, L-Strat, ELL, Year-long Algebra and Academic Success students

Fall and Winter Measure and report student growth. Results provide subscores that help the teacher analyze strengths and weaknesses within the areas of reading, math and language usage. MAP scores are especially helpful with our SPED and ELL student populations.

Early Assessment Program in Math and ELA

Criterion-referenced

These assessments in English language arts and mathematics are augmentations to the grade eleven English language arts CST, the Algebra II CST, and the Summative High School Mathematics CST. Students receiving this designation will be encouraged to maintain their college-level proficiency in mathematics by participating in an approved senior year experience. Students who successfully participate in an approved senior year experience are exempt from the requirement to take CSU’s ELM test and will be eligible to enroll in baccalaureate-level

Juniors March (English essay) and April (CST)

The purpose of EAP is to align the CSU placement standards with the K-12 standards in English language arts and mathematics.


STUDENT PERFORMANCE ASSESSMENTS

TYPE (summative or formative)

PURPOSE WHO WHEN USES

mathematics courses if they apply to a CSU and are admitted.

Common Core Performance Tasks/Assessments: Math and ELA

Criterion-referenced; soon-to-be computer adaptive (formative)

Assess individual students depth of knowledge in the CCSS. Also to support the implementation of the Common Core standards.

All Grades 9-12

Students will complete a performance task/assessment in every subject area during the second and third trimesters.

A formative basis to determine the level of student mastery of the CCSS; provides a data point helpful in determining the need for and opportunity to differentiate instruction


OTHER MEASURES TYPE (summative

or formative) PURPOSE WHO WHEN USES

Progress Reports Individual report To assess individual student performance using State standards

K-12 varies Provide timely feedback to student/parent regarding progress on academic standards. Grades can be collected and evaluated for trends.

Attendance and discipline records

Audit To determine attendance patterns and to determine the number and nature of disruptions to the learning environment

Grades 9-12 Monthly Data are compiled, disaggregated, and analyzed regularly to determine program needs and shape strategic interventions.

PSAT participation rate Audit To assess student's intent to attend college and readiness to succeed in college; to ensure open access

Grades 9-12 Fall/annually To assess student's intent to attend college; to ensure open access; to provide students and their parents feedback on progress being made toward college readiness

AP participation rate Audit To assess student's intent to attend college; to ensure open access

Grades 10-12 Annually To assess student's intent to attend college; to ensure open access; to provide students and their parents feedback on progress being made toward college readiness

California Healthy Kids Survey Survey Obtain information regarding healthy lifestyles and resiliency of high school students. Obtain information related to alcohol, drug, and tobacco usage.

10th graders w/ parent permission

Annually Survey results help to reveal school culture, student attitudes toward controlled substances, and the effectiveness of anti-drug and alcohol programs and initiatives in place.

API/AYP Composite Score Used to determine overall program effectiveness

Grades 9-12 Annually (fall) Used as an index of overall academic performance based upon the results of the STAR

Parent Surveys On-line Survey Obtain feedback from parents related to topics including school safety, quality and frequency of communication, academic rigor, and school climate

All Parents Annually Results are shared with staff and used to foster a culture of continuous improvement; this is part of the district-wide survey that is given to parents each year.

Student Surveys Survey Obtain information to determine student satisfaction, feeling tone, rigors, quality of instruction, and as a communication tool.

Grades 9-12 Annually Results are shared with students and staff and are used to foster a culture of continuous improvement. Examples of these types of surveys include school activities and technology use.






















II.C. ANALYSIS OF STUDENT ACHIEVEMENT DATA AND EFFECTIVENESS OF CURRENT IMPROVEMENT STRATEGIES (LCAP Goals 1, 2, and 5 )

Note to sites: This section is structured to report the summative evaluation of the effectiveness of your 2014-2015 plan

Group 2014-15 GOAL(S) Met Not Met Finding

(Evidence/Fact) Possible Reasons/Contributing

Factors

Overall School-Wide SMART Goal

By June 2015, 80% of our graduating class will have successfully completed the UC/CSU "a-g" graduation requirements

X 82% of students graduating in June 2015 satisfactorily met the UC-CSU a-g graduation requirements.

Increased attention by the counseling department on making sure all students are taking classes that satisfy the a-g requirements is the main contributor to meeting this goal. Also, teachers and counselors communicated more frequently sharing concerns about students earning grades below a C. Special attention was paid to seniors. In reviewing data from earlier years, we discovered too many students who were on track to graduate "a-g compliant" suddenly dropped-off during their senior year.

By June 2015, 95% of our sophomores and 65% of our freshman and juniors will take the PSAT. 85% of graduating seniors will have taken either the SAT, ACT, or both

X PSAT participation rates in June 2015: 94% of the Sophomores 51% of the Freshmen 62% of the Juniors 80% of graduating seniors took the SAT or ACT (2015)

PSAT: We made significant gains for almost all grade levels on the PSAT participation rate, but did fall several percentage points short of achieving our grade level participation rate goals. To get to a 65% participation rate for freshmen and juniors is a stretch. Contributing factors to fewer freshmen and juniors taking the PSAT include the following: cost (the District pays for sophomores to take the PSAT); many freshmen do not feel prepared, yet, to take the exam and question its usefulness this early in their high school careers; many juniors simply focus on the SAT. SAT/ACT: We continue to encourage every senior to take the SAT/ACT exam(s). As counselors meet with students focusing on increasing our UC-




Factors

CSU a-g graduation rates, they also discuss the importance of the SAT/ACT exams. Still, some students opt-out of taking these exams - in many cases, because they are no longer required to do so by the colleges/universities they are applying to.

By June 2015, 80% of seniors will have attempted at least one Advanced Placement level course.

X AP participation rate in June 2015: 78% of graduating seniors attending DNHS attempted one or more advanced placement classes

We expect every DNHS student to attempt taking one Advanced Placement course prior to graduation. While very close to achieving our goal of 80%, we need to focus more on encouraging ALL students to take academic risks. A possible contributing factor to not reaching this goal might be explained by low participation rates among student sub-groups that have historically been excluded from participation in AP level courses: all minorities, Low SES, ELL and SPED students. We are making greater efforts to target and include these under-represented student populations in the AP classes we offer in order to reach our goal of 80%.

English Learners (required)

By June 2015, 75% of our EL sophomores will pass the ELA and Math sections of the CAHSEE.

X The June 2015 pass rate for the CAHSEE was 71% for Math and 65% on ELA.

Mathematics is a universal subject and common for all languages. While our students performed well in math, they just missed hitting the 75% pass rate. One contributing factor to our students coming up short was the language required for geometry. Word problems can be difficult to decipher for EL students still learning English. The ELA assessment is always a challenge for EL students. Still, our students are making steady progress. We have worked hard to support their language acquisition, specifically focusing




Factors

on building their specialized academic vocabulary across all content areas. On both assessments, because of the small student sample size, even one student performing poorly on either the math or ELA assessment can skew the overall pass rate.

By June 2015, 50% of our EL graduating class will have successfully completed the UC/CSU "a-g" graduation requirements.

X 40% of ELL seniors met the a-g requirements

A major contributing factor for not achieving this goal is that often EL students transfer in as upper class men with credit deficiencies; even on the trimester, they do not have sufficient time to complete the a-g requirements due to time constraints. In some cases EL students also move away from Del Norte and PUSD before completing the school year, contributing to our low percentage of EL students not becoming a-g ready. When we have EL students for all four years they graduate a-g ready; currently, all of the EL students who enrolled as freshmen at DNHS are on track to graduate satisfying the UC-CSU a-g graduation requirements. Additionally, most of the students starting sophomore year - not needing to retake classes for credit - are also on the a-g track. Some of our juniors coming in with sufficient credits transferable to UC/CSU are also on the a-g track. Based upon our analysis of our current EL student population, we anticipate seeing the a-g completion rate rise to 50% this school year.




Factors

By June 2015, 50% of graduating EL seniors will have taken the SAT, ACT or both.

X 40% of ELL seniors took either the SAT or ACT or both

This goal was not met because several of our ELL juniors and seniors last year transferred into DNHS late in the school year; they were not prepared to take the SAT or ACT when it was offered in the spring. Additionally, many of these same students were not a-g eligible and did not increase a CELDT level. The fact that several of our EL students who would have taken the test left before the school year was completed also impacted our ability to meet this goal.

By June 2015, 25% of EL seniors will have completed at least one Advanced Placement level course.

X 40% of ELL seniors completed at least one AP Course. This was an increase of 4% from the previous mark of 35 in 2013-2014.

ELL students speaking Chinese take AP Chinese starting in their freshmen year; similarly, ELL students who are Spanish speakers take AP Spanish starting in the 9th grade. All other ELL students look elsewhere for an AP class to take, usually in the arts, mathematics, and the sciences. As our ELL student population continues to grow, change and diversify, we may have to develop additional pathways to support our ELL students accessing AP level courses.

By June 2015, 90% of our EL students will increase by one level in CELDT proficiency.

X Our reclassification rate for eligible ELL Students in 2014-2015 was 21%.

This goal was quite aggressive and will need to be reconsidered for future years. One reason that might explain our low numbers for this goal would be the 2-3 year average that many ELL students stay at level 3 (Intermediate), producing no growth in CELDT level scores even though the student is still making progress and moving towards English language proficiency.

By June 2015, 70% of current EL students will redesignate to the reclassified level.

X 14.6% of the EL students were able to redesignate to the reclassified level.

This goal was not met mainly because many of our ELL students who started the school




Factors

year with us and were on the path towards reclassification were not with us for the end of the year to reclassify. We had several Finnish students whose families moved away in the middle of the year with the closure of Nokia; our reclassification rate is significantly impacted when the ELL students are not here at the end of the school year to be reclassified.

Students with Disabilities (required)

By June 2015, 75% of SPED sophomores will pass the CAHSEE.

X 69% of SPED sophomores passed the CAHSEE.

While close to reaching this goal, one contributing factor that might explain our shortfall is the small SPED student population we were working with this past year. We continue to refine collaborative support in general education classes to support LRE placement. The year-long Algebra class, and Learning Strategies support SPED students passing the math section of the CAHSEE; L-Strats and Read 180 support our students passing the ELA exam.

By June 2015, 25% of our SPED graduating class will have successfully completed the UC/CSU "a-g" graduation requirements.

X 55% of SPED seniors successfully completed the UC/CSU "a-g" graduation requirements.

The collaborative model supports SPED students graduate UC-CSU a-g compliant. Learning Strategies also helps many of our students. Additionally, we have an experienced team of teachers and instructional assistants who are now familiar with the trimester system and who have partnered with gen-ed teachers for several years now. This experience and familiarity with content and instructional methods ultimately benefits our students, and we plan on increasing this goal for next school year.

By June 2015, 85% of our SPED sophomores and 40% of our SPED juniors will take the PSAT.

X 69% of sophomore and 22% of junior SPED students took the PSAT in 2014-2015.

This goal was not met this past school year due to a combination of several factors; our target




Factors

goals were set too high for the small SPED student population we had making it difficult to reach these benchmarks, and we saw significant drop-off at the junior level since many of these students were preparing for the SAT or ACT rather than the PSAT.

By June 2015, 40% of graduating SPED seniors will have taken the SAT, ACT, or both.

X 38% of our graduating seniors in SPED took the SAT and/or the ACT. This was the highest percentage in PUSD for the 2014-2015 school year.This represents an increase of 9% from the 2013-2014 school year.

While we did not meet the 40% threshold, we did see an increase of 9% from the previous school year (29% rate in 2013-2014)! We expect to see the SAT/ACT participation rate continue to rise as we continue to focus on increasing our SPED student UC-CSU a-g graduation rate. Case managers work closely with the counseling department to support college and career readiness goals for our SPED students.

GATE (required)

By June 2015, reduce the amount of D's & F's for all of our GATE students by 10%.

X We saw a reduction of 5% in the amount of D's and F's for all GATE students, from 23% to 18%.

Although we saw a significant reduction in the amount of GATE students receiving D's and F's, from 71 out of 296 GATE students in 2013-2014, to 62 out of 338 in the 2014-2015 school year, we were unable to reach the targeted goal of a 10% reduction in a single school year. Possible factors for this include a lack of coordination or oversight of this student sub-group with the elimination of the faculty coordinator position for GATE. That notwithstanding, we will continue to pursue further decreasing the D and F rate for this student population by focusing on increased engagement and oversight of these students by our counseling team and increased rigor and relevance in our class curriculums; our instructional shift to the CA State Standards also




Factors

supports this goal.

Foster Youth (required)

Educationally Disadvantaged or Title I Students (required)

By June 2015, 95% of our SES sophomores will pass the CAHSEE.

X 66% of our SES sophomores passed the CAHSEE in the 2014-2015 school year.

Although we fell short of the 95% mark that was set for low SES students, two-thirds of this subgroup successfully passed the CAHSEE in 2014-2015. And this percentage is trending up. Courses like year-long Algebra, and supports like L-Strategies and Read 180 (for SPED students) help support students master math and ELA content standards.

By June 2015, 60% of our low SES graduates will have successfully completed the UC/CSU "a-g" graduation requirements

X 65% of our low SES graduating seniors were UC-CSU "a-g" ready in 2014-2015.

We were able to see this subgroup meet this goal due to our counselor's and teacher's efforts in working to identify students with grades of C and below, in conjunction with our tutorial periods to help struggling students with these lower grades. Students were able to pass their a-g requirements because they were identified early as being a student in need of support and then they received the extra time they needed through our tutorial periods and were ultimately able to earn a C grade or higher in their classes.

By June 2015, 65% of low SES seniors will have completed at least one Advanced Placement level course.

X 73.5% of our low SES seniors completed at least one trimester of an AP level course during the 2014-2015 school year.

73% of our low SES students took an AP level course last school year because of Open Access and teacher and counselor encouragement. We have worked hard to develop a culture of high expectations for ALL students at DNHS and have developed a wide array of academic supports to assist our students in succeeding.

Additional goal(s) (optional)


III. TEACHING AND LEARNING (LCAP Goals 1, 2, 4, and 5 ) A. 2015-2016 SITE-BASED LITERACY/ACTION PLAN Plans that follow are aligned with the data analysis in the previous section, district vision, LCAP and SMART goals and site initiatives/organizational directions listed in Part I. In addition, tasks show: • Alignment of instruction, strategies, materials, and assessment for learning to CCSS content standards • Research-based instructional strategies • Responsiveness to needs of struggling, as well as high-performing, students • Avoidance of isolation or segregation of student subgroups

Check if Literacy Plan is attached as a separate document

Target Group 2015-16 SMART Goals Actions/Strategies to Achieve Goals

Data to Monitor and

Evaluate Progress

Resources

Schoolwide for all students

By June 2016, DNHS students will have an opportunity to use CLOSE reading strategies in all of their content area classes at least 5 per trimester.

A major part of our efforts this school year are to focus on strengthening the teaching strategies that will help to prepare our students for the Common Core Standards and the SBAC assessments. Regular exposure to and practice with complex, non-fictional texts and the implementation of CLOSE reading strategies will help students achieve higher rates of success in class and on standardized assessments like the CAASP. We have spent time training our faculty how to use CLOSE reading as a strategy with their students during professional growth days, all-staff meetings and during collaborative meeting time for departments. Our October pro-grow day was dedicated to modeling CLOSE reading strategies (front loading, annotation, and post reading/closure activities) for our entire faculty, and our most recent all-staff meeting showcased a CLOSE reading lesson shared by three members of our English department. Future professional growth opportunities will continue to highlight instructional strategies for teachers to implement CLOSE reading practices into their classes.

Data will be gathered from two primary sources: classroom observations conducted by members of the School Site Council Team and from surveys (teachers self-reporting estimates of the time they spend on CLOSE reading each week). We will use a combination of the SSC observations

Resources include our CA State Standards TOSA, district-sponsored professional development, site-based professional development opportunities, all-faculty meetings, late-start day collaboration time for departments, and the formative and summative assessments.



Data to Monitor and

Evaluate Progress

Resources

and the teacher self-reporting to determine our baseline data. In March and May of 2016, we will conduct follow-up classroom observations and surveys to measure our progress. Results from summative and formative assessments, including the CAASP, will provide additional data that will help us to evaluate our progress.

By June 2016, DNHS students will have an opportunity to practice collaborative group work in all of their content area classes at least 5 times per trimester.

Implementation of the CCSS requires more active classroom environments. Student collaboration on projects, assignments and labs are required across the curriculum, from ENS and health classes to Math, Social Studies and English. Students are being taught how to participate effectively in conversations and how to collaborate with diverse partners building upon one another's ideas. Students will be provided with regular opportunities to work collaboratively as partners, in small groups, and even as entire classes. Future professional growth opportunities will continue to highlight strategies for teachers to implement student collaboration practices into their classes.

Data will be gathered from classroom observations by members of the School Site Council reporting on time spent by students

Resources include our CA State Standards TOSA, district-sponsored professional development, site-based professional



Data to Monitor and

Evaluate Progress

Resources

working collaboratively, our teachers self-reporting their time spent on student collaboration each week, and in-class student observers reporting on the time their teacher provided opportunities for students to work collaboratively over the period of a week. We will use a combination of the SSC observations and teacher self-reporting to determine our baseline data. In March and May of 2016, we will conduct follow-up classroom observations to measure our progress. Re

development opportunities, all-faculty meetings, late-start day collaboration time for departments, and the formative and summative assessments.



Data to Monitor and

Evaluate Progress

Resources

sults from summative and formative assessments, including the CAASP, will provide additional data that will help us to evaluate our progress.

By June 2016, DNHS students will have an opportunity to practice speaking and listening skills in all of their content area classes at least 5 times per trimester.

Speaking and Listening requires students come to class discussions well prepared; that they draw on reading and research for evidence; synthesize comments, claims, and evidence; and evaluate speaker(s)' point(s)-of-view. Developing our students' speaking and listening skills will help prepare them for higher rates of success in class and on standardized assessments like the CAASP. Future professional growth opportunities will continue to highlight strategies for teachers to implement speaking and listening practices and strategies into their classes.

Data will be gathered from classroom observations by members of the School Site Council reporting on time spent by students practicing speaking and listening skills, our teachers self-reporting their time spent on teaching speaking and listening skills each week, and in-class student observers reporting on the time their teacher

Resources include our CA State Standards TOSA, district-sponsored professional development, site-based professional development opportunities, all-faculty meetings, late-start day collaboration time for departments, and the formative and summative assessments.



Data to Monitor and

Evaluate Progress

Resources

provided opportunities for students to develop their speaking and listening skills over the period of a week. We will use a combination of the school site council observations and the teacher self-reporting to determine our baseline data. In March and May of 2016, we will conduct follow-up classroom observations to measure any increase over time from our baseline number. Results from summative and formative assessments, including the CAASP, will provide additional



Data to Monitor and

Evaluate Progress

Resources

data that will help us to evaluate our progress.

By June 2018, 85% of our graduating class will have successfully completed the UC/CSU "a-g" graduation requirements

The UC/CSU curriculum is the default for DNHS students. Several systems are in place to support student success: the trimester system (allowing for credit recovery, acceleration, and intervention), AVID, weekly tutorials (before and after school and on every other Saturday), several year-long sequences (English, algebra, chemistry, and physics), and specialized electives (like Academic Success). 82% of our graduating class successfully completed the a-g requirements in 2014-2015, and we continue to monitor the effectiveness of our intervention efforts making refinements annually. We have met with our teaching staff and counseling staff to determine potential roadblocks for our students regarding meeting a-g graduation requirements and how best to overcome those obstacles. To combat this, counselors will review student transcripts and meet with students individually and in small groups on an on-going basis. The Administration will also meet with teachers and counselors to determine course offerings, and to identify where students are falling short of meeting the a-g graduation requirements in order to increase the our students being a-g ready.

Student transcripts and course request forms will be used to monitor students and whether they are signing up for the correct a-g courses. D-F rates are carefully reviewed by the Counseling team at the end of each progress report period to make sure students who need specific courses to be a-g ready get signed up for the correct courses.

The main resource that is needed to meet this goal is time to meet with students and staff in order to determine which courses are still needed by students to make the a-g ready.

By June 2018, 88% of graduating seniors will have taken either the SAT, ACT, or both (assuming these exams continue to be required by UC/CSU).

There is an expectation that every junior and senior will take the SAT, ACT, or both. Connect Ed and Naviance are used to communicate with parents and students about upcoming test dates in addition to announcements in our daily bulletin. The counseling department works with teachers to advertise upcoming test dates and to individually encourage all students

SAT/ACT Assessment Data

SAT/ACT support form the Counseling Department.



Data to Monitor and

Evaluate Progress

Resources

to attempt the test at some point in the junior and/or senior years.

Between now and June 2018, 97% of our sophomores will take the PSAT.

Every student is expected to take the PSAT in 9th, 10th and 11th grade. Counselors, case managers, teachers, and support staff actively encourage our students to take this assessment by individually working with each student to get them prepared and registered for the PSAT.

PSAT Assessment Data

PSAT support from the Counseling Department

Between now and June 2018, 55% of our freshman will take the PSAT.

Every student is expected to take the PSAT in 9th, 10th and 11th grade. Counselors, case managers, teachers, and support staff actively encourage our students to take this assessment by individually working with each student to get them prepared and registered for the PSAT.


PSAT support from the Counseling Department

Between now and June 2018, 65% of our juniors will take the PSAT.

Every student is expected to take the PSAT in 9th, 10th and 11th grade. Counselors, case managers, teachers, and support staff actively encourage our students to take this assessment by individually working with each student to get them prepared and registered for the PSAT. For juniors, the benefits of National Merit status must be better explained to students and to their parents.


PSAT support from the Counseling Department.

By June 2018, 82% of seniors will have attempted at least one Advanced Placement level course.

We strongly encourage and support Open Access for Advanced Placement courses. We have worked hard to communicate the expectation that every senior should complete at least one AP level course prior to graduating. This message is delivered by the administration, counseling department, and by the teachers.

AP Course enrollment data, student transcripts, and course request forms.

AP Teachers, the Counseling team, and professional development to support our AP teachers.

By June 2016, 85% of juniors who are tested will achieve or exceed the standard on the Math portion of the CAASP.

Last year, 83% of our juniors passed the CAASP Math exam. Even though we did not have the entire junior class take the CAASP last year, we are confident that we cannot only increase the numbers of students taking the test, but also the numbers of students that will meet or exceed the standard. Our school-wide focus on close-reading strategies, group collaboration and speaking and listening skills will help us in our efforts to increase the number of students scoring in level 3 or 4 on this exam.

Math CAASP Score Reports

District Professional Growth Days, Collaboration Time for Departments, Continued Professional Development



Data to Monitor and

Evaluate Progress

Resources

around Close-Reading Strategies, and online resources.

By June 2016, 88% of juniors who are tested will achieve or exceed the standard on the ELA portion of the CAASP.

Last year, 86% of our juniors passed the CAASP ELA exam. Even though we did not have the entire junior class take the CAASP last year, we are confident that we cannot only increase the numbers of students taking the test, but also the numbers of students that will meet or exceed the standard. Our school-wide focus on close-reading strategies, group collaboration and speaking and listening skills will help us in our efforts to increase the number of students scoring in levels 3 or 4 on this exam.

ELA CAASP Score Reports

District Professional Growth Days, Collaboration Time for Departments, Continued Professional Development around Close-Reading Strategies, and online resources.

In addition to your schoolwide goals; include goals for critical groups

Educationally Disadvantaged Youth or Title I

By June 2018, 70% of our low SES graduates will have successfully completed the UC/CSU "a-g" graduation requirements.

In 2012, 43% of low SES students attending DNHS successfully completed the UC/CSU a-g course requirements. In 2013, 55% completed it; in 2014 50% completed it. This last year, 2015, 65% of low SES students successfully met or exceeded the UC/CSU a-g requirements. The UC/CSU "a-g" curriculum is the default for DNHS students. Several systems are in place to support student success: the trimester system (allowing for credit recovery, acceleration, and intervention), AVID, weekly tutorials (before and after school and on every other Saturday), extended library hours, several year- long sequences (English, algebra, chemistry, and physics), and specialized electives (like Academic Success). We will continue to encourage our students to challenge themselves academically taking the most rigorous course load they can handle. Counselors review student transcripts and meet with students individually and in small groups regularly. EDY ranked students are monitored closely.

Student transcripts and course request forms will be used to monitor students and whether they are signing up for the correct a-g courses. D-F rates are carefully reviewed by the Counseling team at the end of each progress

The main resource that is needed to meet this goal is time to meet with students and staff in order to determine which courses are still needed by students to make the a-g ready.



Data to Monitor and

Evaluate Progress

Resources

report period to make sure students who need specific courses to be a-g ready get signed up for the correct courses.

By June 2018, 75% of low SES seniors will have completed at least one Advanced Placement level course.

73% of our low SES students attempted at least one Advanced Placement level course in 2014-2015, a record for us. We continue to make progress supporting all students achieve college and career readiness. We encourage and support Open Access to Advanced Placement courses for all students. Open Access requires teachers scaffold instruction as well as make themselves available for tutoring at least three times a week. It also requires counseling support. Our counselors closely monitor the ranked students within their caseloads. Tutorials and extended library hours help to support this population as they take higher level, more rigorous courses.

AP Course Enrollment Data, Student Transcripts, and Course Request Forms.

AP Teachers, the Counseling team, and professional development to support our AP teachers.

By June 2016, reduce the amount of D's & F's for all of our low SES students by 5%.

Teachers and counselors will need to diligently review progress reports if we're to achieve this goal. Timely grading and grade reporting is essential to support case managers, AVID and ELL teachers, and academic intervention elective (Academic Success) teachers. Parent conferences at the first and second mid-trimesters are also important as they create an opportunity to partner with parents.

Student progress reports, student grade reports and transcripts.

Synergy, the Counseling Team, staff time to meet with students.

English Learners

Increase the reclassification rate of eligible long term ELL students to 40% by June 2016.

As we continue to become more comprehensive, and as the surrounding neighborhood is more fully developed, our hope is that this student population will become more settled. Student mobility has adversely impacted our data with this particular student subgroup. We have lost students who would have been reclassified and received students needing significant support. We believe our current practice is effective supporting our growing ELL population. We have experienced teacher leaders and a strong EL site team in place. This is a goal we can achieve.

CELDT data ELL teacher and instructional aide, ELD site team.

40% of ELL's will increase at least one level on the CELDT test by June 2016.

To achieve this goal, we will need to move more of our ELL students out of Level 3 (Intermediate) more efficiently. Too

CELDT data

ELL teacher and



Data to Monitor and

Evaluate Progress

Resources

many ELL students get stuck at Level 3 showing no growth in CELDT level scores even though they are still making progress and moving towards English language proficiency. This will require an increased focus on English vocabulary and grammar development for level 3 ELL students in order to get them beyond the intermediate level.

instructional aide, ELD site team.

At least 45% of junior and senior ELL's will take the SAT, ACT or both by June 2016.

40% of our graduating ELL seniors took either the SAT, ACT, or both in 2015. The EL coordinator meets with all ELL juniors and seniors and advises them throughout the year discussing college readiness. Connect Ed and Naviance are used to communicate with parents - informing them of testing opportunities and benefits as well as encouraging student participation. Homeroom announcements are also made before test administration. Counselors work with our teaching staff to communicate upcoming test dates.

SAT/ACT Assessment Data

SAT/ACT Support from the Counseling Department, Communication with / from the ELD Site Team

By June 2016, 45% of EL seniors will have completed at least one Advanced Placement level course.

We encourage and support Open Access to Advanced Placement courses for all students. Additionally, every student attending Del Norte High School is strongly encouraged to attempt at least one Advanced Placement class prior to graduation. 40% of our EL students successfully completed one or more advanced placement classes in 2014.

CRF's, student transcripts, AP data

CRF's, student transcripts, AP data

By June 2016, 45% of our EL graduating class will have successfully completed the UC/CSU "a-g" graduation requirements.

The UC/CSU a-g curriculum is the default for DNHS students. Several systems are already in place to support student success: the trimester system (allowing for credit recovery, acceleration, and intervention), AVID, weekly tutorials (before and after school and every other Saturday), extended library hours, several year-long sequences (English, algebra, chemistry, and physics), and specialized electives (like Academic Success). We will continue to monitor the effectiveness of our intervention efforts making refinements annually. We have met with our teaching staff and counseling staff to determine potential roadblocks for our students regarding meeting a-g graduation requirements and how best to overcome those obstacles. Last year, 40% of our ELL seniors graduated UC/CSU a-g ready. We have also started to facilitate professional development opportunities on late start Tuesdays and professional growth days for our staff to review CLOSE reading, student

Blue Cards, Progress Reports, Transcripts, Synergy ELL students are monitored closely. We review weekly Blue Card teacher comments, progress reports, and end of term grades.

Transcripts, Reclassification Data, Course Request Forms, Blue Cards, Progress Reports, Synergy



Data to Monitor and

Evaluate Progress

Resources

collaboration, and speaking and listening strategies to help better prepare all students for the CAASP.

GATE 85% of our graduating senior GATE students will be "a-g" eligible by June 2016.

79% of our GATE students graduated UC/CSU a-g ready in 2015. The UC/CSU curriculum is the default for DNHS students. Several systems are in place to support student success: the trimester system (allowing for credit recovery, acceleration, and intervention), AVID, weekly tutorials (before and after school and on every other Saturday), extended library hours, several year-long sequences (English, algebra, chemistry, and physics), and specialized electives (like Academic Success). We continue to monitor the effectiveness of our intervention efforts making refinements annually. We have met with our teaching staff and counseling staff to determine potential roadblocks for our students regarding meeting a-g graduation requirements and how best to overcome those obstacles. We have also facilitated professional development opportunities on late start Tuesdays and on professional growth days for our staff to review CLOSE reading teaching, student collaboration, and speaking and listening strategies to help prepare students for the CAASP. We also continue to monitor the effectiveness of our intervention efforts making refinements throughout the school year.

Progress Reports and Student Transcripts.

Synergy and the DNHS Counseling Team.

By June 2016, reduce the amount of D's & F's for all of our GATE students by 5%.

GATE students are supported by all staff working cooperatively with counselors. In order to further reduce the D-F rate by 5% for this population, we will continue to monitor GATE student progress on progress reports and grade reports to make sure these students are passing their courses each trimester. For those students who are struggling with passing their classes, we will use tutorial periods and the Nighthawk Center to provide the academic support needed to assist these students in earning grades of C or better.

Mid trimester and end-of-term progress reports; D/F rates

Synergy, tutorial periods, the Nighthawk Center and the DNHS Counseling Team.

Students with Disabilities

By June 2016, 50% of our SPED graduating class will have successfully completed the UC/CSU "a-g" graduation requirements.

55% of our SPED seniors met the UC/CSU a-g graduation requirements in 2015. We are continuing this goal with a 50% pass rate because our SPED population is growing and the additional students in the program will make achieving this goal

Blue Cards, Student Transcripts, and Course

Counselors and case managers review student



Data to Monitor and

Evaluate Progress

Resources

challenging. To achieve this goal, our SPED teachers will work individually with students and teachers to ensure that students are being supported in their a-g classes through tutorials and by taking advantage of the extended library hours in the Nighthawk Center.

Request Forms.

transcripts regularly. Additionally case managers monitor weekly Blue Cards (teacher comments) and Synergy. Case managers also meet with students individually and in small groups regularly.

By June 2016, 40% of graduating SPED seniors will have taken the SAT, ACT, or both.

In 2014-2015, 38% of our SPED Seniors took the SAT/ACT or both. Every Junior and Senior is strongly encouraged to take either the SAT, ACT, or both. Connect Ed and Naviance are used to communicate with parents - informing them of testing opportunities and benefits as well as encouraging student participation. Homeroom announcements are also made before test administration. Counselors work with our teaching staff to communicate about upcoming test dates.

SAT/ACT assessment data

Collaboration by members of the IEP Team, Support from the Counseling Department, SAT/ACT data reports.

By June 2016, 40% of SPED seniors will have completed at least one Advanced Placement level course.

We encourage and support Open Access to Advanced Placement courses for all students. Additionally, every student attending Del Norte High School is expected to attempt at least one Advanced Placement class prior to graduation. This will be a new goal for this particular subgroup this year as we continue to expand our Open Access policy to all areas and programs on campus.

Transcripts, CRF's, AP data

Collaboration by members of the IEP Team, support from the Counseling Department and AP teachers.



Data to Monitor and

Evaluate Progress

Resources

By June 2016, 85% of our SPED sophomores and 40% of our SPED juniors will take the PSAT.

Every student is strongly encouraged to take the PSAT in 9th, 10th, and 11th grades. Connect Ed and Naviance are used to communicate with parents - informing them of testing opportunities and benefits as well as encouraging student participation. Homeroom announcements are also made before test administration. Counselors and case managers support this work. In order to increase the numbers of SPED students who take the PSAT, case managers will be working individually with students in their classes to make sure each underclassmen is signed up for the test and prepared for the types of questions commonly found on it.

PSAT data provided by the College Board

Collaboration by members of the IEP Team, combined support from the Counseling Department and case managers.

Foster Youth

Other Goals

CAPACITY BUILDERS TO SUPPORT ATTAINMENT OF GOALS, FOCUSED ON RIGOR, RELEVANCE, AND RELATIONSHIP

Professional Learning and Collaboration to build staff capacity

Parent Engagement to support student learning

Student Engagement for partnership in learning

Staff collaborate on Late Start Tuesdays every week. This time (7:45-8:45AM) allows for PLC work within departments, between departments, and, because Oak Valley Middle School shares our late start day, it also allows for vertical articulation.

DNHS has established strong site PTSA and Foundation boards. These powerful parent organizations support our students in a variety of critical ways: raising funds, providing volunteer "manpower," and communicating (providing insightful feedback to staff as well as helping to disseminate information).

A member of the administrative team meets monthly with ASB. Students are invited to ask questions, share concerns, make suggestions for improvement, and to join in problem-solving. Discussions are lively - and the ideas generated are always helpful.

All Staff Meetings are jointly planned by the administrative and staff leadership teams. This year's emphasis on Mathematical Practices and CLOSE reading, student collaboration, and speaking and listening strategies has created several unique opportunities for teacher leadership. Lead teachers from the English, Math, Special Education, English Language Learner, and AVID programs each have (or will) make presentations to their colleagues. These presentations typically run 30 minutes and include a synopsis of current research and a review of best practices.

Parent volunteers serve in important roles on our School Site Council. The SSC meets frequently to write, review, and revise our site Literacy Plan as well as to assess the effectiveness of our instructional program and to explore successful initiatives elsewhere that might have promise here at Del Norte.

Student volunteers serve in important roles on our School Site Council and Site Safety Committee. The SSC meets frequently to write, review, and revise our site Literacy Plan as well as to assess the effectiveness of our instructional program and to explore successful initiatives elsewhere that might have promise here at Del Norte. Our Site Safety Committee is working to strengthen our site protocols and procedures for evacuation and emergency situations, in addition to upgrading the physical campus with improved security and signage. Student perspective is vital for the success of both of






these site organizations.

The staff Leadership Team has committed to several shared readings. Since 2009 the team has read and discussed the following texts: The Bell Curve (published in the New Yorker), Disrupting Class (2008-09), Crucial Conversations (2009-10), The Advantage (2011-12), Why are all the Black Kids sitting together in the Cafeteria? (2013-14) The Multiplier Effect (2014-15),and The 5 Dysfunctions of a Team (2015-2016). Gleanings from these shared readings have helped to motivate change as well as shape our school culture and leadership conversations.

The PTSA hosts a Principal's Coffee once each trimester. This event is advertised to the entire community, and the agenda is open. Questions raised from this group have resulted in several site improvements: traffic flow and signage (student safety), improved attendance at optional tutorials, and increased access to the counseling department. This last October's event - focused on the Common Core and CA State Standards - drew well over 60 people!

Administrators meet with student groups every Friday during Homeroom, and as a result, every student is seen once per trimester. During these 20 minute sessions, students are invited to share any concerns or suggestions for improvement they may have.

Alternative Evaluation Groups have met the last several years reading books like Marzano's 2011 book Motivating and Engaging Students; The Multiplier Effect; and The Smartest Kids in the World. These groups meet monthly, and teachers take turns making chapter presentations - sharing insights from their own classroom application of methods and strategies described. This year, several teachers are participating the Districts new Alternative Evaluation pilot.

As part of the SSC Human Relations Committee's work, new advisory councils are in the process of being established. Members of the administrative team are reaching out to under-resourced and all too often under-represented members of our community (parents). The purpose of these advisory councils is to improve communication, increase understanding, and better support subgroups of students presently underachieving.

New advisory councils are in the process of being established. Members of the administrative team are reaching out to under-resourced and all too often under-represented students on our campus. The purpose of these advisory councils is to improve communication, increase understanding, and better support underachieving subgroups.

The PTSA and Foundation jointly support a monthly character recognition breakfast. Each of our eight departments has been assigned a month to acknowledge 20-25 students for outstanding character. Teachers are asked to nominate students who exhibit exemplary character (as opposed to nominating students for outstanding classroom performance). Students in attendance listen as their teachers read a paragraph (or two) describing their virtues. To commemorate the event, students are given a certificate with the teacher narrative typed on the back.

The PTSA and DNHS Student Support Services have joined together for the ADOPT A FAMILY program to bring gifts to under resourced families in the community. Donations from staff, students, parents, and community members serve to assist these families during the holiday season for those families in need. This past year, we raised over $6,000.00 for 27 Del Norte families in need.

This year we have a full time Student Support Specialist that provides daily social and emotional support for students. The Student Support Specialist meets with individuals and groups to help students develop communication skills and self esteem, make healthy decisions and set limits. The SSS works with numerous community organizations, government agencies and individual volunteers to help provide basis assistance to students and families in need. Finally, the SSS collaborates with the DNHS counseling department for social/emotional and academic support for students in need.






No student can be recognized more than once - so by the end of each school year, we will have acknowledged almost 200 students. Acknowledging strong character underscores its importance. It also serves to remind our staff just how fantastic our student population really is. For students, participating in this program reassures them that who they are matters, and that people are paying attention.

Staff have volunteered to serve as advisors for more than 100 student-run clubs on campus. Clubs provide students an opportunity to get involved, to serve, to share talents and interests, to make new friends, and to develop leadership skills. They also serve to foster and support inclusion.

Parent booster groups support our Music, Drama, ASB, and Athletic departments - raising money, and volunteering in a host of capacities. Parents also help support additional extra-curricular activities like the Science Olympiad, Patriot Games, robotics, and community service oriented efforts.

Students have chartered more than 100 clubs on campus - providing every Nighthawk a wide variety of opportunity to get involved, to serve, to share talents and interests, to make new friends, and to develop leadership skills.

All staff are invited and encouraged to participate on our School Site Council, School Site Safety Committee, and AVID and ELD site teams. These teams typically meet three times per year to discuss students, curriculum and teaching strategies and to review program strengths, weaknesses, and needs. Participating teachers often receive specialized training - through participation in special events like the Summer AVID Institute - AVID's annual professional development training where contracted sites come to learn the latest in AVID methodologies and strategies to successfully implement AVID in their schools. Additionally, staff serve as elected members of our site Leadership Team. Teacher leaders are elected to two year terms.

Counselors make frequent parent presentations on the topic of college readiness. Counselors typically meet with parents in grade level groups each half of the year; at-risk learners and students and families who need additional support also meet with the counseling team during specialized outreach events and by appointment.

DNHS hosted the PUSD College Fair three years in a row (2009-2012), and again this last fall (2015). This event draws between 120-140 college and university representatives, and thousands of parents and students attend. We have also hosted the Regional Admission of Counselors of California (RACC) Out of State College Fair several times (2010-2013). We have college and military representatives on campus weekly for students to meet with in the Nighthawk Center.

The District has provided several departments support and leadership in recent months - most notably the math department. Important work is occurring as we prepare to move to an integrated math model. A new textbook was just adopted and is

Community partnerships have been established that frequently create opportunities for parents to meet with college representatives, financial planners, and career advisors. In past years we have hosted career events as well as regional college events.

Community partnerships have been established that frequently create opportunities for students to meet with college representatives and career advisors. Their program Career Cruising is an interactive guidance system that helps students






being piloted now. New course descriptions are being developed. And an emphasis is being placed on unpacking the eight mathematical practices necessary to support our shift to the CCSS.

choose a career path by identifying interests and skills, providing detailed occupational descriptions, and listing colleges and universities with matching programs and courses of study.

Parents of qualifying students are encouraged to participate on our site AVID and ELD site teams. These teams typically meet three times per year. Parents help to identify program strengths, weaknesses, and needs. Additionally, through our School Site Council, parents are encouraged to join subcommittees of interest.

AVID – The Del Norte High School AVID (Advancement Via Individual Determination) program currently serves 149 students, including 32 freshmen, 50 sophomores, 42 juniors and 25 seniors. The program’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. Our AVID classes are made up of an ethnic distribution of approximately 26% Hispanic students (relative to an overall school Hispanic population of 10%) and 9% African-American (overall school population of 4%). In addition, 28% of the AVID electives’ students receive free/reduced lunch, relative to an overall school population of 11%. Students enrolled in AVID learn organization and study skills, they work on critical thinking and higher-level questioning techniques, and they receive academic help from AVID peers and college tutors. The AVID selection criteria consider several variables: family income, level of parents’ education, academic performance, and significant extenuating circumstances.

The purpose of the Coordinated Services Welcome Meeting for Youth in Foster Care is to ensure that everyone is working together and that services are aligned to ensure the best educational experience for the student. This meeting serves to welcome the student and their Foster family to the site as well as determine any immediate needs. Once a student has been identified as being in Foster Care, the principal will determine the primary contact for the student. That designee and site staff will organize the appropriate supports for the student and schedule a meeting within two weeks of the

ELD– Del Norte High School has 50 English Language Learner (ELL) students, 20 of whom receive services in an English Language Development (ELD) class. These 20 students speak a variety of languages including Mandarin (9) Spanish (11),Farsi (15),Urdu (1), Korean(4), Vietnamese(2), Russians(3),Finnish(2), Amharic(1)and Arabic (2). Based on the October 2014 California English Language Development (CELDT) test, these twenty students fall into the beginning/early intermediate levels and intermediate levels. The remaining 30 students in the ELD






student’s enrollment.

program are in mainstream classes where they receive tutoring and other services, as needed.

The School Site Safety Committee, comprised of certificated and classified staff, parents and students is another means whereby parents can support our work. Participants meet three-four times each year to review our school site's Safety Plan, walk the campus, and to share insights and concerns.

DNHS hosted the What I Wish My Parents Knew event this last October. The event drew over 400 adults who attended workshops facilitated by PUSD administrators and local clergy and community leaders on topics like Guiding Your Teen Through the Party Years; Depression; Guardrails; Communication; Social Media; Academic Pressure; and Healthy Teen Relationships


III.B. LEVEL TRANSITIONS (Includes PreKindergarten-Kindergarten; 5th Grade-6th Grade; 8th Grade-9th Grade12th to post-secondary) Supporting the transition from middle to high school

• 8th Grade Information Night – This event is geared towards incoming freshmen and their parents, and is designed to provide them with an overview of high school expectations, course offerings, programs and supports

• Open House for incoming freshmen – Future students and parents are invited to meet individually with our counseling team to ensure they have selected the appropriate courses for their 9th grade year

• Middle school counseling presentations – Our counseling team visits the feeder middle schools to discuss high school course offerings and walk students through the process of selecting their courses online

• AVID recruitment – Our AVID teachers collaborate with their counterparts at the feeder middle schools to ensure current and potential AVID students have an opportunity to experience what AVID is like on a high school campus. This includes a tour of the campus and interaction with current AVID leaders

• Performing Arts program recruitment • Individual transition meetings – These meetings include representatives from both the middle school and the high school, are intended to ensure

appropriate placement and support of students with disabilities • Counselor Summit – The lead counselor from Oak Valley meets with the counselors and administrators at Del Norte to discuss at risk students and share

support strategies • Identification of at-risk students – We are currently working to identify at-risk students in Synergy, so counselors, administrators, and teachers have access

to a student file and will be instantly alerted when a student is at risk. This visual cue will initiate a higher level of service and possible intervention from the counseling and support staff

• Implementation of Coordinated Services For Youth in Foster Care - The purpose of the Coordinated Services Welcome Meeting for Youth in Foster Care

is to ensure that everyone is working together and that services are aligned to ensure the best educational experience for the student. This meeting serves to welcome the student and their Foster family to the site as well as determine any immediate needs.

• AP Night at the Middle School – Each spring, AP teachers and students and the counseling team visit Oak Valley to discuss the Advanced Placement options available to high school students and the habits of mind needed for success in these courses. We believe this early exposure creates a sense of urgency in younger students that supports their future success


Supporting the transition from high school to college

• Career Cruising – This web-based program supports students in exploring colleges and careers. This year, counselors have supported juniors and seniors in this effort. We are still exploring the possibility of expanding this opportunity to the sophomore class if staffing allows.

• Career Speaker Series – We have partnered with a local non-profit to provide students with access to interactive presentations from professionals employed in a variety of fields

• A-Z Career Dinner – This dinner provides seniors an opportunity to network with professionals currently working in our community. As they dine, students can explore different career pathways and ask questions about life on the job, the educational requirements, etc.

• PUSD College Fair – The annual PUSD College Fair was hosted at Del Norte the first three years we were open and returned this October. • Out of State College Fair – Each November, the Regional Admissions Counselors or California (RACC) hosts a college fair at DNHS. This year seniors

had an opportunity to connect with representatives from over 35 out-of-state colleges • 12th Grade Parent Night – Each fall counselors meet with students and parents to review transcripts and go over college entrance requirements. • Community College Night – In February, three local community colleges present students with an overview of their schools, unique offerings, transfer

criteria and admission requirements • Financial Aid Night – In January, the west side high schools will be collaborating to provide an overview of the FASFA and financial aid process in an effort

to support seniors in need of financial assistance • Tuesday Morning Counseling Presentations – Throughout the senior year, students have an opportunity to attend several presentations hosted by our

counseling department designed to help with college preparations (i.e. college research, the application process, essay writing, etc.) • High School Exit Survey - Each year, seniors take an online survey that captures student plans for life after graduation (i.e. where they plan to attend

college, what careers they plan to pursue, jobs, etc.) • High School Transcript Book – Upon completion of the high school exit survey, we will be creating a resource containing redacted transcripts of students

who were admitted to college. This resource will provide future students with access to the courses admitted students took and how they performed in those classes


IV.A. SAFE AND SUPPORTIVE SCHOOLS - SCHOOLWIDE BEHAVIORAL SUPPORT PLAN (LCAP Goal 4 )

At Del Norte High School, we realize school culture is the result of what we allow and what we don’t allow. All students are encouraged to take personal responsibility for their choices and to accept the natural consequences of their behaviors. Emphasis is placed on the teachable moment. In every student interaction, developing character is the focus.

HCA (Home Court Advantage) exists to the degree that every student feels safe, welcomed, and valued. We've worked hard here at DNHS to create an inclusive environment - one where every student belongs. The Administrative team and student leaders involved with Link Crew work together welcoming new students during Student Orientation, jointly delivering messages about the importance of respect and taking personal responsibility. The keynote speech delivered during the annual all-school Opening Day Assembly also focuses on themes related to these topics. During the first few weeks of school, administrators visit classrooms to discuss behavioral expectations and to reaffirm site and District protocols related to the Academic Honesty Policy, Hate and Harassment Policy, Technology Use Agreement, and Zero Tolerance for Tobacco, Drugs, Alcohol, and Weapons policies. Parents receive written copies of this information during Student Registration, and students can review the salient points of the administrative classroom presentations in their Student Planners.

The PTSA and Student Services support Red Ribbon Week - an annual tradition in October. Special assemblies allow students to hear from a variety of speakers who address concerns related to substance abuse and classroom activities/discussions follow. A similar event is also hosted the week before Prom each spring, informing students and encouraging them to make healthy choices.

Homeroom meets Friday mornings and provides yet another avenue to address many of these same topics. Here, staff members get to know students personally, through individual academic advising conferences and whole-class lessons. During Homeroom, staff bring our school's mission statement to life: inspiring passion and preparing all students to be college ready, future focused, and globally aware. We believe that providing students with a forum to discuss the challenges they face, in community with one another, will lead to a greater understanding of self and others and will ultimately result in stronger character and more acceptable behavior on and off campus. As part of our Homeroom scheduling and rotation, Homerooms meet with a member of the administrative team as well as with a member of the counseling team once each trimester in small groups that range in size from 80-160 students. Administrators focus on school culture while counselors focus on topics related to college readiness, transcript review, and graduation requirements (UC/CSU "a-g" requirements and 4-year plans).

In addition to intentionally repeating positive messages in new and unique ways, in large and small groups, as dynamically as possible, we celebrate good character. The PTSA and Foundation are continuing the tradition of partnering together to host monthly department character celebrations. Each month members of a department (ENS, World Languages, Math, English, SPED, History, Electives, and Science) nominate 20-30 students who exemplify outstanding character to participate in a breakfast where family and friends are invited to hear from the nominating teacher why their son or daughter was chosen for recognition. It is a powerful and inspiring morning, and by the end of the year, somewhere between 175-225 students will have been recognized.

"What I Wish My Parents Knew" is a unique partnership between Poway USD Administrators and local faith-based community leaders. The event, hosted at DNHS this last fall, drew over 300 people and has been attended by over 2,500 people since its inception. Parent workshops include topics such as communication with your teen, handling academic pressure, managing social media, establishing guardrails, depression/suicide, drugs/alcohol, etc.

As far as daily discipline, ultimately, the classroom teacher is responsible for managing his/her individual classroom. Teachers are expected to redirect inappropriate student behavior in-house, working to resolve conflict at the lowest level. However, on those occasions when students are not responsive, teachers are encouraged to seek administrative support. Rather than respond to behavior with repetitive punishment that does not work, our goal is to understand the function of the behavior and teach the student an alternative way of meeting his/her needs. Administrators and counselors discuss the importance of strong character and the value of community when working with individual students. When Home Court Advantage exists, students feel a sense of ownership, accountability, and inclusiveness that makes daily discipline less severe. Before and after school, and between classes, we have five campus security officers who patrol the campus working along side the administrative team assisting with student supervision. We also partner with local law enforcement agencies. Our bi-monthly Student Success Team meets to identify students at risk and provide interventions for student success.

We have a well-articulated Disaster Preparedness Action Plan. Fire drills, disaster drills, duck-and-cover and lock down drills occur once per semester as dictated by District and state policy. Twice a year, during School Safety Week, members of the administrative team review with staff emergency-related protocols. We have a comprehensive School Site Safety Plan in place that is monitored throughout the year by administration and our School Safety Committee.


IV.B. SAFE AND SUPPORTIVE SCHOOLS - DRUG ABUSE EDUCATION PLAN All schools in the PUSD implement the Too Good for Drugs Tobacco, Drugs and Alcohol prevention program, which is designed around specific lessons in five components: Goal Setting, Decision Making, Bonding with Others, Identifying and Managing Emotions, and Communicating Effectively.

Program Grade Level(s) Minutes

Too Good for Drugs K – 9 300 minutes

Red Ribbon Week

SSA Playground Support K-3 150 minutes

Tobacco Use Prevention Education 6-12

Character Counts K-12 600 minutes

Before and After School (ASES) 6-8

Second Step Pre-K-8

Steps to Respect 3-6


V.A. FUNDING AND GOVERNANCE – PROGRAMS/FUNDS INCLUDED IN THE SPSA (LCAP Goals 2 and 4 )

STATE/FEDERAL PROGRAMS SITE ALLOCATION (IF APPLICABLE)

Title I $

Title I Parent Involvement $

LCFF Supplemental Funding - ELL $5,106.00

LCFF Supplemental Funding – EDY $14,875.00


V.B. FUNDING AND GOVERNANCE - CENTRALIZED SERVICES Centralized Services, in the forms of administrative support and instructional support/professional development, are performed and/or paid for directly by the district office in support of school sites. These may include:

• Assessment, monitoring, and reporting services • Instructional materials purchase and implementation support

• English language proficiency testing • Intervention programs

• Staff development / training • Other services, as appropriate for school site support

• Salaries for teachers, instructional assistants, tutors

Program Res Budgeted Amount

Percentage of Total District Allocation

Total Centralized Services (Description Below)

Title I 3010-040 $1,712,245 34.87% $597,071

Required Indirect Costs; required Program Improvement set-asides, including professional development, school-choice transportation, and supplemental educational services

Title I Parent Inv. 3010-045 $17,122 5.00% $856 Required Indirect Costs, district-wide parent involvement

Title III – Immigrant 4201-000 $89,277 95.13% $84,929 Required Indirect Costs, parent education and support, summer school, student transition, English language development class support

Title III LEP-Limited English Proficient 4203-000 $400,957 98.03% $393,095 Required Indirect Costs; instructional assistants; parent liaisons; training in use of data


V.C. FUNDING AND GOVERNANCE - ASSURANCES AND SIGNATURES The School Site Council (SSC) recommends this SPSA and proposed expenditures to the district governing board for approval and assures the Board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy, school site bylaws, and state law.

California Education Code specifies the composition of the School Site Council as follows:

• At the elementary level: parity between (a) the principal, classroom teachers, and other school personnel; and (b) parents or other community members selected by parents.

• At the secondary level: parity between (a) the principal, classroom teachers, and other school personnel, and (b) equal numbers of students, and parents /other community members, selected by parents and students.

• At both the elementary and secondary levels classroom teachers comprise the majority of persons represented under subdivision (a) • At the discretion of the local governing board, the middle school may, but is not required to, include student representation on the SSC. • The means of selecting SSC members are not specified in law, except that members must be chosen by peers. • No additional membership qualifications may be required. Beyond the composition requirements stated above, no seat on the SSC may be reserved

for any group or individual. 2. The SSC reviewed its responsibilities under state law and district governing board policies, including those Board Policies related to material changes in the

school plan requiring board approval. 3. The SSC reviewed the content requirements for school plans of programs included in this SPSA, and believes all such content requirements have been met,

including those found in district governing board policies and in the LEA Plan. 4. This SPSA is based upon 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. 5. The SSC has participated in the development, implementation, and monitoring cycle of the SPSA by taking the following actions:

a. Measured the effectiveness of the improvement strategies at the school b. Sought input from school advisory committees c. Reaffirmed or revised school and subgroup goals d. Revised improvement strategies and expenditures e. Recommended the approved SPSA to the governing board f. Monitored implementation of the SP

6. The SSC has sought and considered all recommendations from the following groups:

Advisory Committee Chairperson / Representative Name Signature Date

English Learner Stephanie Dafoe

Special Education Jennifer Conlon

Title I (if applicable) N/A

Library Joe Ruggieri


SCHOOL SITE COUNCIL SIGNATURES

Principal Classroom

Teacher

Other School

Staff Parent

Student (MS/HS)

Only

Term Exp. Date

Name Signature Signature

Date

X Administrator Greg Mizel

X 2017 Mike Giaime

X 2016 Patrick Coleman

X 2017 David Barboza

X 2017 Scott Coats

X 2016 Ty Eveleth

X 2017 Julie Purdy

X 2017 Rick Gessner

X 2016 Michael Hubbard

X 2016 Alizee Mclorg

X 2016 Jules Hayashi

X 2017 Mason Shields

1 3 2 3 3 TOTALS (total of columns 1-3 must be equal to the total of columns 4 and 5)

This SPSA was approved and adopted by the School Site Council on January 8, 2015. The signature of the Principal verifies that: • Information regarding school-based programs has been provided to site advisory committees or representatives.

• All interested persons had the opportunity to meet to establish the SSC. • Funds have been coordinated, and supplement, but do not supplant, existing state and local fiscal efforts.

The signature of each members of the SSC verifies that:

• He/She has reviewed and affirmed the above listed assurances.


Budget Development Form (LCFF Supplemental Funding - ELL)

a) Site: Del Norte High School

b) Program: LCFF Supplemental Funding - ELL

c) Resource #:

d) Current Year Allocation: $4,930.00

e) Plus Carryover: $176.00

f) Total Entitlement: $5,106.00

OBJECT AMOUNT

1000 Certificated Salaries (Including Fringes)

1100-xxx Teachers Salaries (Regular/Hrly/Sub/Impact Teachers) 1500.00

1200-xxx Counselors (Regular/Hrly/Sub)

1900-xxx Other Certificated (Regular/Hrly/Sub)

---------- Total 1500.00

----------

2000 Classified Salaries (Including Fringes)

2100-xxx Instructional Aid (Regular/Hrly/Sub)

2400-xxx Clerical

2900-xxx Student Services & Other Classified Position 250.00

---------- Total 250.00

----------

3000 Employee Benefits (Do Not Budget – Include with Salaries

4000 & 6400 Books, Supplies and Equipment

4100 or 4200 Textbooks or Other Books 717.00

4300-010 Supplies 1057.00

4300-011 Subscriptions 432.00

4300-018 Software

4300-099 Reserve

4300-090, 4400-030 or 6400-031: Computer Equipment


4300-090, 4400-090 or 6400-091: All Other Equipment

---------- Total 2206.00

----------

5000 Services

5200-xxx Conference and Training Expense 1150.00

5710-012 Publications

5710-130 Study Trips

5800-xxx Professional & Other Services

---------- Total 1150.00

---------- Total Budget: 5106.00


Budget Development Form (LCFF Supplemental Funding – EDY)

a) Site: Del Norte High School

b) Program: LCFF Supplemental Funding – EDY

c) Resource #:

d) Current Year Allocation: $14,875.00

e) Plus Carryover: $0.00

f) Total Entitlement: $14,875.00

OBJECT AMOUNT

1000 Certificated Salaries (Including Fringes)

1100-xxx Teachers Salaries (Regular/Hrly/Sub/Impact Teachers) 5000.00

1200-xxx Counselors (Regular/Hrly/Sub)

1900-xxx Other Certificated (Regular/Hrly/Sub)

---------- Total 5000.00

----------

2000 Classified Salaries (Including Fringes)

2100-xxx Instructional Aid (Regular/Hrly/Sub) 8500.00

2400-xxx Clerical

2900-xxx Student Services & Other Classified Position 1375.00

---------- Total 9875.00

----------

3000 Employee Benefits (Do Not Budget – Include with Salaries

4000 & 6400 Books, Supplies and Equipment

4100 or 4200 Textbooks or Other Books

4300-010 Supplies

4300-011 Subscriptions

4300-018 Software

4300-099 Reserve

4300-090, 4400-030 or 6400-031: Computer Equipment

4300-090, 4400-090 or 6400-091: All Other Equipment

---------- Total


----------

5000 Services

5200-xxx Conference and Training Expense

5710-012 Publications

5710-130 Study Trips

5800-xxx Professional & Other Services

---------- Total

---------- Total Budget: 14875.00


VI. ADDENDUM (Optional)

Documents

College and Career Readiness for All · ensure College and Career Readiness and Citizenship for all students, TK-12. 2. Create systems and structures that provide multiple pathways