The Single Plan for Student Achievement...Santa Ana Unified School District Single Plan for Student Achievement 2011-12 Mendez Fundamental Intermediate School Superintendent Jane A

Santa Ana Unified School District

Single Plan for Student Achievement2011-12

Mendez Fundamental Intermediate School

SuperintendentJane A. Russo

Board of EducationJosé Alfredo Hernández, J.D., President

Rob Richardson, Vice PresidentAudrey Yamagata-Noji, Ph.D, Clerk

John Palacio, MemberRoman Reyna, Member

The Single Plan for Student Achievement https://secure.doc-tracking.com/v2/Home/DocumentDisplay.as...

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Single Plan for Student Achievement

Table of Contents

Section I - School Information Vision and Mission Statements

School Profile

Analysis of Current Educational Practices

School and Student Performance Data and Conclusions from Student performance Data

Section 2 - Goals and Action Plans

Goal I: Vision and Standards

Goal II: Assessment and Accountability

Goal IIIa: Reading / Language Arts

Goal IIIb: Writing Across the Curriculum

Goal IIIc: English Language Development

Goal IIId: Mathematics

Goal IV: Student Support: Interventions for Learning

Goal V: Parents and Community: Partnerships for Student Learners

Goal VI: Staff Development: Strategies to Achieve Standards

Section 3 - Common Pages

Common Page 1: School Information, Program Identification, Amendment

Common Page 2: Recommendations and Assurances

Common Page 3: SSC Composition

Common Page 4: ELAC Composition

Common Page 5: Overall Budget

Common Page 6.1: Title I Budget

Common Page 6.2: Title III Budget

Common Page 6.3: EIA/LEP Budget

Common Page 6.4: EIA/SCE Budget

Common Page 6.5: QEIA Budget

Common Page 7: Program Summary


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Santa Ana Unified School District Mission Statement

The Santa Ana Unified School District is dedicated to high academic achievement, in a scholarly andsupportive environment, ensuring that all students are prepared to accomplish their goals in life.


Vision Statement

Mendez Fundamental will provide all students with the tools and instruction necessary for success in highschool and college. Along with this instruction, we seek to instill within each student a sense of responsibility,patriotism, accomplishment, and a positive self-image.

Mendez Fundamental Intermediate SchoolMission Statement

At Mendez Fundamental Intermediate School, a California Distinguished School, it is our mission to providestudents with a rigorous learning environment that encourages high expectations for success throughstandards-based, student-centered instruction. We believe education is the shared responsibility of the student,parents, school and community. Together, we provide an academically rich, caring, and supportive environmentthat promotes respect and motivates students to learn, to act responsibly, to monitor their own academicprogress, and to develop skills for life-long success.


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School Profile

Enrollment/Demographic Data

School Enrollment Trends Percent Actual Attendance

Grades 2007-08 2008-09 2009-10 2010-11 2007-08 2008-09 2009-10 2010-11

6 599 492 487 519 97.5% 97.85% 97.3% 98.5%

7 481 511 448 467

8 441 443 471 412

Total Enrollment Over Time


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Student Demographic

by Ethnicity Students Receiving Free orReduced Price Meals

2009-10 2010-11 2009-10 2010-11American Indian or AlaskaNative 0 (0%) 0 (0%) Number 1,206

Asian 11 (0.78%) 9 (0.64%) Percent 86 89

Pacific Islander 2 (0.14%) 2 (0.14%)

Filipino 0 (0%) 0 (0%) Parent Education Level

Hispanic or Latino 1372 (97.58%) 1368 (97.85%) # Responses 2009-10 2010-11

African American 5 (0.36%) 5 (0.36%) Not HS Graduate 52 53

White (not Hispanic) 15 (1.07%) 14 (1.00%) HS Graduate 25 25

Multiple or No Response 0 (0%) 0 (0%) Some College 16 15

Total Enrollment 1406 0 College Graduate 5 4

Site Staff Background/Demographic Data

Teacher Longevity 2009-10 2010-11

# Teachers 47

English Learners Data

Number of Teacher Providing English Learner Instructional Services

Year

TeachersProviding Primary

LanguageInstruction to EL

Students

TeachersProviding SDAIE

& ELD

TeachersProviding SDAIE

Only

TeachersProviding EL Only

Total TeachersProviding SDAIE,ELD, or Primary

LanguageInstruction to EL

Students2009-10 0 3 23 13 39

2010-11

Number and Percent of English Learners (ELs) and Reclassified (RFEP) StudentsYear EL RFEP

Number and % # % # %

2008-09 467 37 53 41

2009-10 425 34 83 45

2010-11 452 32 61 46


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Program Placement: Number of English Learner Students

Enrolled In Specific Instructional Settings

YearStructured

EnglishImmersion

AlternativeCourse of

Study

English LanguageMainstream Class Other

InstructionalSettings

Total EL’sStudentsMeetingCriteria

ParentalRequest

2009-10 0 309 121 5 425

2010-11 452 This is a fundamental school. All EL students are in an ELM classroom under Parental Request. Numbers with''**'' indicate the difference between the Total EL students and those who met CELDT criteria.

School Profile NarrativeMendez Fundamental Intermediate School provides an emphasis on the basics with an alternative educationalapproach for students in grades six through eight. Mendez provides its students with a highly structuredprogram based on state standards, enrichment, and development of effective study habits. Teachers implementa standards-aligned curriculum that meets the needs of all students. Students must meet the high standardsset for them in the areas of achievement, effort, dress, and conduct. Parental involvement is also required.Mendez is a school of choice with siblings of current students and fifth-graders attending the district'sfundamental elementary schools given preference. Mendez fills the remaining space with a lottery conductedeach spring. A contract between the student, teachers, administrators and the parents results in the success ofall students. A student’s failure to uphold this contract can result in the student's return to his/her neighborhoodschool.

Mendez enrolls all students in an academically demanding program that includes two periods of math, twoperiods of language arts, and one period each of science, social studies, physical education and an elective.Mendez operates on a block schedule, with students attending math and language arts daily, and all otherclasses three days per week. Mendez students receive 59,200 minutes of instruction annually. Mendez buildsteacher collaboration time into the block schedule through minimum days scheduled every Wednesday.

Sixty sixth-grade students and twenty seventh-grade students who are 2 or more years behind in reading areenrolled a 3 period intensive English Language Arts program. All other regular education students, includingEnglish learners, are fully mainstreamed and enrolled in grade-level, standard-based courses. Honors classesare provided in a fully mainstreamed environment for those who qualify. Placement in honors courses is basedon GATE identification and/or an individual student's high academic achievement. Special education studentsare fully mainstreamed into standard classes with the support of the special education teacher or a specialeducation instructional assistant in ELA and math. Instruction is standards based and planning is assessmentand data driven.

Mendez maintains four state-of-the art computer labs to enhance student learning; one of which specializes inindustrial arts and engineering. Mendez students also utilize ten laptop computer carts. All classrooms areoutfitted with document cameras, projectors a desktop and/or laptop computer. SMART Boards are used inthirteen classrooms. A wide variety of other technologies are also in use in the classroom. Mendez has abeautiful library facility and its selection is still growing. The acquisition and implementation of technology,increasing our library collection, and the support of lab science are some of Mendez’s top priorities.


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To increase student success, we seek to instill within each student a sense of responsibility, patriotism,accomplishment and positive self-image. Lessons in seminar classes focus on the Seven Habits of HighlyEffective Teens (by Sean Covey). All school groups are part of Mendez success; SSC, ELAC, PTSA, teachers,support staff, and administration work together to benefit all students.

In 2009-2010, Mendez opened the school year with close to 1430 students, grades six through eight. In2010-2011, Mendez opened with 1407 students. Students commute from all areas of the city of Santa Ana andsome neighboring communities. Our student population comprises 97% Hispanic, 1% White, 1% Asian and 1%Other. Although a majority of our students speak English fluently, either as a first or second language, 34% arestill English language learners. A majority of our English Learners are native Spanish speakers. 81% of ourstudents participate in the free-or-reduced-lunch program, which qualifies Mendez as a school-wide Title Ischool. The average student-per-teacher ratio at the beginning of the 09/10 school year was 33.5 to one. Aspart of SAUSD, Mendez is in a high urban, low socio-economic area.


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Analysis of Current Educational Practices

The following statements characterize educational practice at Mendez Fundamental Intermediate School: 1) Alignment of curriculum, instruction and materials to content and performance standards:

Language Arts:District pacing guides, based on the California State Standards, are used for planning instruction. Districtadopted materials are used in all ELA classrooms. Class work, tests, Common Assessments, andBenchmarks are used to monitor student progress. The Student Data Tracker allows students to monitortheir own progress as they strive for proficiency and beyond.

Texts: Holt: Grades 6-8Hampton-Brown: National Geographic Inside Level D - 6th grade, Level E 7th grade

School goals are achieved through the implementation of effective reading strategies, as measured bygains on STAR Reading Inventory and Holt assessments, common assessments and district benchmarkassessments.

The five research-based EL instructional strategies all ELA teachers use include:- PATHWAYS STRATEGIES: Color-coding the essays to assure all elements are included and understood.Sixth grade will only use three colors; yellow (plot summary), green (supporting details), blue(commentary).- THINKING MAPS: monthly integration to coincide with instruction- DEVELOPMENTAL LANGUAGE WORKBOOK: for greater understanding in grammar and vocabulary.- FOCUS ON GREEK AND LATIN ROOTS, AFFIXES, etc.: The HOLT spelling program addresses these.Teachers will share additional materials as well.- SQ3R: Implement to preview and monitor reading, specifically expository texts.

In addition, monthly writing prompts will be implemented and scored so students practice on demandwriting.

The English Language Arts block is divided into two classes for assessment: Reading and Writing.Students earn a performance grade and standards-based grade in each.Proficiency: Common AssessmentsPerformance: tests/quizzes & homework Mathematics:District pacing guides, based on the California State Standards are used for planning instruction. Districtadopted materials are used in all mathematics classrooms. Class work, tests, Common Assessments andBenchmarks are used to monitor student progress. The Student Data Tracker allows students to monitortheir own progress as they strive for proficiency and beyond.Texts: CPM: Algebra--8th gradeCGP: Course 2--7th gradeCGP: Course 1--6th gradeMind Institute (JiJi) Remediation support program


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Methods of Instruction:• Hands on Investigations and use of manipulatives• Vocabulary Development• Error Analysis• Cooperative Learning• Cornell Note Taking• Direct Instruction/ Guided Practice• Multimedia & Computer Technology including videos & games on line

Writing is emphasized in math classes. At least one writing assignment per six-week grading period isrequired. Writing needs to be in proper paragraph format. Topics may include journal prompts, projectsummaries, explaining how to solve problems, and error analysis. Writing grades are recorded in students’performance grades.

Performance Grades include classwork, homework, projects and department-wide quizzes.Standards-Based grades are based on Common Assessments scores. Social Studies:District pacing guides, based on the California State Standards are used for planning instruction. Districtadopted materials are used in all social studies classrooms. Class work, tests and Common Assessmentsare used to monitor student progress. The Data Tracker allows students to monitor their own progress asthey strive for proficiency and beyond.Texts: Prentice Hall: Ancient Civilizations 6th gradePrentice Hall: Medieval and Modern Times 7th gradeGlencoe: The American Journey 8th grade

Units of study are developed around Essential Questions. Lessons focus on daily objectives and writing isa key component. Writing prompts are administered during the course of each unit. In addition, writing isincorporated through the following modalities:1. Journals2. Quickwrites3. Reports4. Notetaking – Cornell notes5. Thinking maps6. Primary Source study

Media, maps, realia, charts etc... are incorporated into lessons in order to build an understanding of themajor concepts.

USHistory teachers also utilize one-to-one computing in the classroom.Instructional strategies include theuse of Google Aps, blogging, liveblogging, and podcasting.Performance Grades are based on class work,homework, vocabulary quizzes, projects (multimedia, panel reports etc...), and writing prompts.

Performance grades include classwork, homework, projects and quizzes. Grades are calculated on straightpoint system.Standards-Based grades are based on Common Assessments scores. Science:District pacing guides, based on the California State Standards are used for planning instruction. District


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adopted materials are used in all science classrooms. Classwork, tests and Common Assessments areused to monitor student progress. The Data Tracker allows students to monitor their own progress as theystrive for proficiency and beyond.Texts: 2007 Holt Science & Technology California 2007 edition Physical Science 8th grade2007 Holt Science & Technology California 2007 edition Life Science 7th grade2007 Holt Science & Technology California 2007 edition Earth Science 6th gradeHolt Interactive Reader and Study GuideLASER supplemental materials (7-8th grade)

6-8th Grade Science courses include experimentation and investigation (laboratory skills and the use of thescientific method) as vital components of these courses of study and will be integrated through out thecurriculum on a regular (weekly) basis in order to build an understanding of the major concepts.

Methods of Instruction:• Laboratory Work/Hands on Investigations• Cooperative Learning• Lecture/Guided Reading• Demonstrations/Discrepant Events to promote Higher Order Thinking Skills• Small/Large Group Discussions• Guided Practice & Direct Instruction• Multimedia & Computer Technology including Virtual Labs

Lesson Plans

Lessons/Labs/Assessments are designed through grade level collaboration and written following currentbest methods in science instruction using the 5 E lesson plan format. (Engage, Explore, Explain, Elaborate,Evaluate.) Lessons focus on student engagement and a student centered classroom environment. Lessonplans adhere to district approved pacing guides and will be developed using the Backward Design Processwith emphasis on Essential Questions to guide the performance assessments.Instructional Strategies will include and support the following school wide strategies:1. Vocabulary development including visible Word Walls in all classrooms2. Cornell Notes3. SQ3R Reading of SAUSD approved grade level text books(Survey Question Read Review Recite)4. Graphic Organizers for EL support5. Positive Classroom Environment

Methods of Assessment:

1. Lab Journals/Lab reports (composition notebook)2. Common Assessments (bimonthly-monthly according to grade level)3. Class work/ Homework monitored through use of Assignment Cards4. Projects (1-2 per Semester)5. Written and Oral Presentations6. Written Responses/ Quick Writes, Bell Ringers, Journal Prompts, Quizzes7. Teacher Observations8. Student Self-Assessment

Students are provided Scoring Guides/Rubrics for all types of assignments and are evaluated objectively


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according to the scoring guides. Performance grades are composed of 75% Class work/Homework/LabJournals and 25% Projects/Written Quizzes. Standards-Based Proficiency grades are based solely onCommon Assessment scores. Citizenship grades are determined using the School Wide 5-point Rubricprovided by administration.

2) Description of services provided by the regular program to enable underperforming students tomeet standards: Double periods of math and ELA school wide (3 periods of ELA for targeted students performing 2 or moreyears below grade level) as well as an emphasis on vocabulary development, reading, writing in all contentareas provide under-performing students increased opportunities to meet the standards. Standards-basedgrades and the Student Data Tracker, used by all students and teachers motivate lower performingstudents to move towards proficiency. The twice-yearly Academic Renaissance Assemblies recognize andreward students who demonstrate improvement on their path towards proficiency. In addition, coordinatedschool-wide policies and early intervention by counselors and administrators target underperformingstudents for increased support.

3) Description of services provided by categorical funds to enable underperforming students to meetstandards: Categorical fund are used to support weekly hands-on science labs, one-to-one computing in 8th gradesocial studies, and the use of technology school-wide help students understand the curriculum and meetthe standards. Other programs supported by categorical funds include electives, Pentathlon, AVID, MESA,JiJi After-school Math Academy, Saturday Math Academy, and planning for Seminar as well as releasedays for Safe and Civil Schools training, department collaboration, and technology planning. Categoricallyfunded staff include the Learning Director, TOSA/ELD Coordinator, two counselors, one teacher for classsize reduction in math, parent involvement coordinator, college tutors in the classroom and classified staffand college tutors who provide students with tutoring before and after school and during lunch. Agendas,homework cards, GOOD NEWS postcards, "Mendez Tickets", student Data Trackers, Teleparent, fieldtrips, SDAIE/ GLAD materials, Parent Coffee Chats and evening meetings are also categorically funded.

4) Description of the use of state and local assessments to modify instruction and improve studentachievement: Site-based common assessments, district and department-based writing assessments, district benchmarks(ELA & Math only) and CST results are used to monitor student achievement and modify instruction.Teachers meet regularly by department and grade level to discuss this data, set goals and target students.

5) Description of family, school, district and community resources available to assist these students: Computer labs and the library are open before and after school and during lunch for students outside ofclass. The district provides a computer technician and library media technician to support these resources.Tutoring is available daily before and after school and during lunch. Information regarding off-campustutoring is available in the counseling office. Our school nurse and health clerk have information availableregarding health related services available to the community. Also, all teachers on campus are availableoutside of class hours to assist students and are available for parent conferences upon request. Monthlyparent meetings and monthly Coffee Chats address issues of interest to parents as well as strategies andresources which will help students reach their potentials. Parents parents also participate in DAC/ DELAC,Superintendent's Cabinet, and the annual SAUSD Parent Conference. Parents are also included on many


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college field trips.


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School and Student Performance Data and

Conclusions from Student Performance Data Summary

Academic Performance Index 2008-09 2009-10 2010-11

API Base Score 791 797 817

Growth Target 5 3 A

API Growth Score 800 817 813

Actual Growth 9 20 -4

Summarize and make conclusions regarding the school’s Academic Performance Index (API) results:Mendez has made steady growth in API over the past 3 years. We believe that through the continued use ofresearch-based teaching strategies, AVID strategies, a focus on a rigorous and engaging curriculum, engaginginstruction provided by 100% highly qualified teachers, Standards-Based Grades, and school-wide use of theStudent Data Tracker, we will continue to yield school-wide improvement.


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Adequate Yearly Progress (AYP) Data

English Language Arts Performance By Student Group

AYPPROFICIENCY

LEVEL

All Students African-American American Indian /Alaska Native Asian

2009 2010 2011 2009 2010 2011 2009 2010 2011 2009 2010 2011

Participation Rate 100 100 100 100 100 100 100 -- -- 100 100 100

Number At orAbove Proficient 654 703 677 -- -- -- -- -- -- 10 10 --

Percent At orAbove Proficient 46.5 51.2 49.2 -- -- -- -- -- -- 90.9 90.9 --

AYP Target 46.0 56.8 67.6 46.0 56.8 67.6 46.0 56.8 67.6 46.0 56.8 67.6

Met AYP Criteria Yes Yes No -- -- -- -- -- -- -- -- --


AYPPROFICIENCY

LEVEL

Filipino Hispanic or Latino Pacific Islander White

2009 2010 2011 2009 2010 2011 2009 2010 2011 2009 2010 2011

Participation Rate -- -- -- 100 100 100 100 100 100 97 100 100

Number At orAbove Proficient -- -- -- 617 667 652 -- -- -- 20 22 11

Percent At orAbove Proficient -- -- -- 45.4 50.1 48.4 -- -- -- 74.1 88.0 78.6

AYP Target 46.0 56.8 67.6 46.0 56.8 67.6 46.0 56.8 67.6 46.0 56.8 67.6

Met AYP Criteria -- -- -- No Yes No -- -- -- -- -- --


AYPPROFICIENCY

LEVEL

SocioeconomicallyDisadvantaged English Learners Students with

Disabilities

2009 2010 2011 2009 2010 2011 2009 2010 2011

Participation Rate 100 100 100 100 100 100 100 100 100

Number At orAbove Proficient 542 607 596 269 294 341 20 16 27

Percent At orAbove Proficient 44.8 49.3 47.6 30.0 33.9 37.2 23.8 24.6 34.2

AYP Target 46.0 56.8 67.6 46.0 56.8 67.6 46.0 56.8 67.6

Met AYP Criteria No Yes No No No No -- -- --


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Adequate Yearly Progress (AYP) Data

Mathematics Performance By Student Group

AYPPROFICIENCY

LEVEL

All Students African-American American Indian /Alaska Native Asian

2009 2010 2011 2009 2010 2011 2009 2010 2011 2009 2010 2011

Participation Rate 100 100 100 100 100 100 100 -- -- 100 100 100

Number At orAbove Proficient 685 773 804 -- -- -- -- -- -- 9 9 --

Percent At orAbove Proficient 48.7 56.3 58.4 -- -- -- -- -- -- 81.8 81.8 --

AYP Target 47.5 58.0 68.5 47.5 58.0 68.5 47.5 58.0 68.5 47.5 58.0 68.5

Met AYP Criteria Yes Yes No -- -- -- -- -- -- -- -- --


AYPPROFICIENCY

LEVEL

Filipino Hispanic or Latino Pacific Islander White

2009 2010 2011 2009 2010 2011 2009 2010 2011 2009 2010 2011

Participation Rate -- -- -- 100 100 100 100 100 100 97 100 100

Number At orAbove Proficient -- -- -- 657 744 781 -- -- -- 18 18 10

Percent At orAbove Proficient -- -- -- 48.3 55.9 58.0 -- -- -- 66.7 72.0 71.4

AYP Target 47.5 58.0 68.5 47.5 58.0 68.5 47.5 58.0 68.5 47.5 58.0 68.5

Met AYP Criteria -- -- -- Yes Yes No -- -- -- -- -- --


AYPPROFICIENCY

LEVEL

SocioeconomicallyDisadvantaged English Learners Students with

Disabilities

2009 2010 2011 2009 2010 2011 2009 2010 2011

Participation Rate 100 100 100 100 100 100 100 100 100

Number At orAbove Proficient 580 682 719 344 385 471 22 17 18

Percent At orAbove Proficient 48.0 55.4 57.5 38.4 44.4 51.4 26.2 26.2 22.8

AYP Target 47.5 58.0 68.5 47.5 58.0 68.5 47.5 58.0 68.5

Met AYP Criteria Yes Yes No No Yes Yes -- -- --


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Summarize and make conclusions regarding the school’s Adequate Yearly Progress (AYP) results.Include all significant subgroups and grade-level trends: English Language Arts:Schoolwide data shows that 51.2% of our students were Proficient or Advanced on the 2010 STAR test. Thetarget goal was 56.8%, Mendez met this target through Safe Harbor. The Mendez Hispanic or Latino subgroupmet Safe Harbor with 50.1% Proficient and Advanced. The Socio-economically Disadvantaged subgroupscored 49.3% Proficient and Advanced and also met this goal through Safe Harbor. Unfortunately, two years ina row our English Learner subgroup did not meet the target goal even through Safe Harbor with only 33.8%Proficient and Advanced.

In order to meet all target Goals for the 2010-2011 school year Mendez will need to continue to move each subgroup up 10%. A school-wide focus on Thinking Maps and close monitoring of EL students will help meet theSafe Harbor goal. College tutors will be added to Language Arts classes to help address writing and help withmore frequent and specific feedback of this higher level thinking skill. In looking at the standards for LanguageArts, many of the most challenging standards that students, especially the EL students, have difficultymastering can be taught and reinforced through science and social studies. These standards include inference,interpretation of charts and graphs, prediction and expository reading. All content area classes as well aselectives stress on these standards. In addition, Mendez is beginning a new program for EL students entitled"Saturday Social Studies/ Science Academy. Modeled after the the successful UCI Academy of Math program,science and social studies topics are used to reinforce these challenging standards in each four hour, Saturdaysession. The ELA department continue to regularly share best practices and implement research basedstrategies such as SQ3R, Thinking Maps, etc. Teachers will continue to meet in grade level teams to betterdetermine specific needs, assess data and monitor progress. Mathematics:Schoolwide data shows that 56.4% of our students were Proficient or Advanced on the 2010 STAR test. Thetarget goal was 58%, Mendez met this target through Safe Harbor. The Mendez Hispanic or Latino subgroupmet Safe Harbor with 56% Proficient and Advanced. The Socio-economically Disadvantaged subgroup scored55.5% Proficient and Advanced and also met this goal through Safe Harbor. Our English Learner populationmet the target goal through Safe Harbor with 44.5% Proficient and Advanced.

In order to meet all target Goals for the 2010-2011 school year Mendez will need to continue to move each subgroup up 10%. Smaller class size, supported through categorical funds, will help with continued implementationof CGP and CPM. Manipulatives will be used along with document cameras and Thinking Map strategies tohelp students understand math concepts. Emphasis is placed on vocabulary development with increasedopportunities for students to verbalize mathematical thinking and reasoning. Teachers will continue to meetbiweekly and during three full collaboration days per year to look at data, adjust instruction and look at theneeds of students to move more towards proficiency. Conclusions indicated by the Participation rate criteria: English Language Arts:100% of students participate in testing. Mathematics:100% of students participate in testing.


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2010-11 California Standards Test

English Language Arts

GradeLevel Number

FarBelowBasic

BelowBasic Basic Proficient Advanced Proficient/

Advanced

6 485 2 12 43 27 16 43

7 443 4 9 32 40 15 55

8 390 2 12 33 29 24 53

Mathematics

GradeLevel Number

FarBelowBasic


Advanced

6 492 2 13 28 41 17 58

7 443 2 9 23 43 23 66

General Mathematics

GradeLevel Number

FarBelowBasic


Advanced

8

Algebra I

GradeLevel Number

FarBelowBasic


Advanced

7

8 390 5 17 24 33 22 55

EOC 390 5 17 24 33 22 55

Integrated Mathematics I

GradeLevel Number

FarBelowBasic


Advanced

8

EOC

Science- Grade 8 (Life Science)

GradeLevel Number

FarBelowBasic


Advanced

8 390 4 7 18 24 47 71

History - Social Science


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GradeLevel Number

FarBelowBasic


Advanced

8 402 5 12 28 31 24 55


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Conclusions indicated by the California Standards (CST) data: English Language Arts:In ELA only 8th grade students met AYP with 59% Proficient or Advanced. With our AYP target of 56.8%, only51.2% of student scored Proficient or Advanced overall. Mathematics:In math, only 8th grade students met AYP with 62% scoring Proficient or Advanced in Algebra, far surpassingour target AYP of 58%. It is important to note that all 8th grades students are enrolled in Algebra I. Schoolwide,only 56.4% of students scored Proficient or Advanced in math, missing our target by 1.6%. Science:AYP in Science at Mendez surpasses the district and state with 71% Proficient or Advanced. This is a 6%increase from last year. Social Science/History:In Social Studies, 55% of students scored Proficient or Advanced. This is a 12% increase from last year.


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California English Language Development Test (CELDT) Data for 2010-11

Grade Beginning EarlyIntermediate Intermediate Early Advanced Advanced Number

Tested

# % # % # % # % # % #

6 3 2 9 5 57 32 85 48 24 13 178

7 2 2 7 6 36 28 66 52 16 13 127

8 3 2 4 3 41 28 71 49 25 17 144

Total 8 2 20 4 134 30 222 49 65 14 449

Conclusions indicated by the California English Language Development (CELDT) data:64% of Mendez students tested at the advanced or early advanced CELDT levels. Some of the students in thegroup who are RFEPs had negative growth on CST scores for the 2009-2010 school year and are beingclosely monitored. Mendez has very few beginning and early intermediate students due to the lottery systemthat takes place in early February. Newcomers arriving after that date are only admitted via a long wait list.


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Annual Measurable Achievement Objectives (AMAO) Data

District Data

AMAO 1Annual Growth

2009-10 2010-11

Number of Annual Testers 27,670

Percent with Prior Year Data 99

Number in Cohort 27,470

Number Met 15,672

Percent Met 57

NCLB Target 53.1 54.6

Met Target Yes

AMAO 2

Attaining English Proficiency

2009-10 2010-11

Years of EL instruction Years of EL instruction

Less Than 5 More Than 5 Less Than 5 More Than 5

Number in Cohort 19,109 12,953

Number Met 4,027 5,956

Percent Met 21.1 46

NCLB Target 17.4 41.3 18.7 43.2

Met Target Yes Yes

AMAO 3Adequate Yearly Progress for English Learner Subgroup at the LEA Level

2009-10 2010-11

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above No

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above No

Met Target for AMAO 3 No


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Mendez Fundamental Intermediate School’s Data

AMAO 1Annual Growth

2009-10 2010-11

Number of Annual Testers 465

Percent with Prior Year Data 10

Number in Cohort 465

Number Met 302

Percent Met 64.9

NCLB Target 53.1 54.6

Met Target Yes

AMAO 2

Attaining English Proficiency

2009-10 2010-11

Years of EL instruction Years of EL instruction

Less Than 5 More Than 5 Less Than 5 More Than 5

Number in Cohort 18 453

Number Met * 280

Percent Met * 61.8

NCLB Target 17.4 41.3 18.7 43.2

Met Target * Yes

Conclusions indicated by AMAO I and AMAO II data: AMAO I and II:Mendez met AMAO I and II and exceeded NCLB Targets for both AMAO 1 and AMAO II. In order to continuemeeting and exceeding the targets, Mendez teachers will continue to focus on academic vocabulary, accessingexpository text, and writing in all curriculum areas. Thinking Maps and targeted interventions will help movemore students towards English proficiency.


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Conclusions from Student Performance Data SummaryMendez students continue to make gains in ELA, math, social studies and science and our API target was met.In addition, both Hispanic/Latino and Socioeconomically Disadvantaged subgroups met AYP criteria in bothELA and math, however the English Learners subgroup did not. Overall, gains by ELs were not enough toremain in Safe Harbor. Teachers will focus school wide on ELs for 2010-2011. Summarize and make conclusions from parent, teacher and student input/surveys:In the spring of 2010, a survey was sent home to all parents. In addition, staff and students also completed asimilar survey. The survey, developed by teachers, parents and staff, asked questions about climate,instruction, and services provided by Mendez. Overall, parents are satisfied to very satisfied with both theacademic program and the school environment. Parents, students and teachers feel that there are clearexpectations for student learning and behavior and that Mendez policies are enforced in a fair, consistentmanner.

Parent input was also solicited during a Parent Coffee Chat in Fall 2010. Parents reported choosing Mendezbased on our commitment to high expectations for all students. Parents particularly appreciate theprofessionalism of teachers and staff, the strong structure of the school, consistent discipline policies, and thewide variety of elective choices and after-school programs available to students. Parents also like theopportunities that programs such as the monthly Coffee Chats provide for parents to become more informedabout what happens at school.

Parents stated that they would like to see even more after-school opportunities and would like more informationabout ways to help their children be successful in school and in the future.

Teachers appreciated the release time provided by categorical funds which allowed them to meet in teams forcomprehensive planning, assessment of student learning and collaboration. Teachers also felt that the moneyspent on technology in classroom has helped them hon their own skills, increased student engagement, andhelped them become more efficient and effective in the classroom. Teachers would like to see the planningdays continue each year. Also, additional technology and training has been requested by many teachers.

85% of students agreed that Mendez has high expectations for all students, that discipline is fair and that theyfeel safe at Mendez. They also agreed that the grading system is fair and accurately reflects their ability. 98%of students reported using Cornell Note Taking strategies in class and 75% reported using SQ3R. A majority ofstudents feel that they are constantly being challenged in their classes. 75% of students reported a desire toattend college after high school and 10% expressed interest in the military.

Finally, parents and students agree that teachers really care about their students. Based on the data analysis, identify goals for improving student achievement in reading/language arts,English Language Development and mathematics. These shall serve as the core instructional goals ofthe Comprehensive School Plan. Goal IIIa: Reading /Language ArtsAll Mendez Fundamental Intermediate School students will demonstrate the ability to:

1. Read grade level text independently2. Organize thoughts both verbally and in writing


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3. Use appropriate academic language4. Know how and where to access information5. Evaluate whether information retrieved is valid6. See connections across disciplines/genres7. Accurately summarize textual passages8. Actively seek information to problem solve or complete a task (research)9. Apply writing and reading skills to real life situations10. Be prepared for college, the work force and adult life11. Earn proficient/advanced on CST12. Earn grades of proficient/advanced (4’s & 5’s) in performance & proficiency13. Develop a love of reading, writing and learning! Goal IIIb: Writing Across the CurriculumAll Mendez Fundamental Intermediate School students will demonstrate the ability to:

1. Write for a variety of purposes2. Use correct spelling, punctuation & grammar3. Support ideas with details4. Summarize information and draw conclusions5. Communicate effectively through written language6. Earn Proficient/Advanced on the District Writing Proficiency and CST (7th grade only)7. Earn grades of Proficient/Advanced (4’s & 5’s) in performance & proficiency8. Develop a love of reading, writing and learning! Goal IIIc: English Language Development1. Improve their ability to read, write, and speak English2. Participate fully in rigorous courses3. Score Early Advanced or Advanced on the CELDT4. Meet the criteria for reclassification5. Organize thoughts both verbally and in writing6. Use appropriate academic language7. Know how and where to access information8. Evaluate whether information retrieved is valid9. See connections across disciplines/genres10. Apply writing and reading skills to real life situations11. Be prepared for college, the work force and adult life12. Earn proficient/advanced on CST13. Earn grades of proficient/advanced (4’s & 5’s) in performance & proficiency14. Develop a love of reading, writing and learning! Goal IIId: MathematicsAll Mendez Fundamental Intermediate School students will demonstrate the ability to:

1. Solve challenging problems independently2. Actively seek the information needed to solve a problem or complete a task3. Be prepared for college, the work-force and for life as an independent adult in the real-world4. Achieve Proficiency on Quizzes and Common Assessments5. Earn a grade of Proficient/Advanced (4’s & 5’s) in math6. Score Proficient or Advanced on the on the mathematics portion of the CST


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7. Apply math skills to real-life situations!


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Mendez Fundamental Intermediate School 2011-12


Goal I - Vision and Standards: High Expectations, Culture and Leadership School Goal: District Vision:1. Mendez Fundamental Intermediate School willprovide students with the tools and instructionnecessary for them to (a) meet state standards and (b)prepare them for the rigors of high school, college andlife.

2. Teachers, Administration, Support Staff, Parents, andStudents will work together to implement and supportschool-wide policies and expectations which promotestudent success.

3. Students will take personal responsibility for theiracademic success.

The Santa Ana Unified School District is recognized asone of the leading American urban school districts.Notable for the achievement of its students, the qualityof its teachers and administrators, the engagement ofits community, the clarity of its strategies, and theeffectiveness and efficiency of its systems. The Districtis on the cutting edge of equipping all students tosucceed in their life goals, in American society, and inthe free-market economy.

Means of Evaluating Progress Toward this/these Goal(s):The CELDT, CST, district benchmark assessments, and common assessments will be used to evaluate progresstowards these goals. Common assessments are used to measure progress towards meeting state standards andschool goals. Common Assessments are reviewed and revised by Mendez teachers by grade level-departmentsas part of our Standards-Based Report card. According to the Academic Program Survey, the double periods ofELA and math contribute to high expectations and success for all students.

To measure student preparation for the rigors of high school, we will calculate the percentage of promoted eighthgraders enrolled in ninth grade college preparatory classes, such as English 9, Biology and Geometry.


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Goal I - Vision and Standards: High Expectations, Culture and Leadership - ACTION PLAN

Objective #1: Coordinated school-wide expectations, collaboration, and engaging, data driven instruction:

Specific Action toAchieve

Objective

PersonResponsible

Timeline Monitoring Title I ELAP EIA/LEP EIA/SCE QEIA ARRA Other:Drive

a. School-wideexpectations arebe communicatedto students,parents & staffthroughpresentations atmeetings, MendezContract, ParentInvolvement Policy,student agenda,and by teachers inthe classroom.

PrincipalLearningDirectorTOSA

July1-June30

MeetingAgendas

x x x x x x x

b. All teachers useschool-wide AVIDstrategies,consistentdepartmentexpectations andgrading policies,and best practicesfor instruction withhigh expectationsfor all students.

PrincipalLearningDirectorAVIDCoordinatorILT

July1-June30

ObservationsTeachers'GoalsLesson plansParent, Staff &StudentSurveys

x x x x x x x

c. Teaching staffmeet bi-monthly ingrade-level andsubject-matterteams tocollaborate,examine studentwork, reviewstudentassessment data,design instruction.

LearningDirectorDepartmentChairs

July1-June30

Admin willattenddepartment &grade levelmeetings

x x x x x x x

d. Teachers meetin subject matterteams by gradelevel for 3 releasedays per year inorder tocollaborate, planinstruction, reviewand revisecommonassessments (forstandards based

LearningDirectorDepartmentChairs

July1-June30

Agendas fromrelease daysObservationsLesson Plans &Pacing Guides

x x x x x x if moneybecomesavailable


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grade report card),and review studentdata.

e. A LearningDirector facilitatescurriculumdevelopment, staffdevelopment,ParentInvolvement, DataAnalysis, andtesting in order toeliminate theachievement gap.

Principal July1-June30

Review ofLearningDirector'scalendar,meetingagendas,observations,participation inILT

x x x 99777 x x x

f. A Teacher onSpecialAssignment(TOSA)coordinates thewriting andimplementation ofthe school plan,facilitates SchoolSite Council andcoordinates theTitle I program.


Review ofTOSA'scalendar,meetingagendas,observations,participation inILT

x x x x x x ?

g. The instructionalleadership team(ILT), which iscomprised ofadministrators,department chairs,and the TOSA,meets monthly tomonitor and directprogress towardschool-wide goalsand achievementon commonassessments anddistrict benchmarkassessments.

PrincipalLearningDirector

July1-June30Monthly

Agendas/Minutes fromILT meetings

x x x x x x x

h. Safe & CivilSchools teamcoordinates theimplementation ofschool-widepolicies/procedures. Theteam also assiststhe administrationin maintaining asafe, clean, andorderlyenvironment.

AdministratorsSafe & CivilSchools team

July1-June30

Site surveysObservations

x x x x x x x

i. AVID Coordinatorprovides supportand training for allteachers relating tothe implementation


July1-June30

AVID PortfolioPresentationsat staff,department,and

1100 x x x x x x


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of AVID strategiesschool-wide,monitor complianceof the AVIDprogram, andpromote a collegegoing climate oncampus

collaborationmeetings

j. StudentAttendance iscarefully monitoredand students withperfect attendanceeach month arerewarded.

AttendanceTechnicianAdministration

July1-June30

Attendancerecords

x x x x x x x

Objective #2: Develop and promote Students' Organizational and Study Skills as well as PersonalResponsibility:


Objective

PersonResponsible

Timeline Monitoring Title I ELAP EIA/LEP EIA/SCE QEIA ARRA Other:

a. Agendas, Datatrackers, andonline grades areused by allteachers andstudents.

AdministratorsTeachers

July1-June30

Agenda &binder checksMeetings withcounselor

x x x 5000 x x x

b. Homework,tardy card policies,dress code,student code ofconduct areenforced.

AdministrationCounselorsTeachers

July1-June30

Review ofcounselingoffice recordsregardinghomeworkcards, tardycards, dresscodes andreferrals

x x x 500 x x x

c. Lessons duringSeminar focus oncharacterdevelopment andreinforceschool-wideexpectations andpersonalresponsibility.

PrincipalLeadershipTeamSeminarTeachers

July1-June30

Lesson PlansObservations

x x x x x x x

Objective #3: Recognition for Student Achievement


Objective

PersonResponsible


a. Recognizestudents'achievements forboth academicexcellence and

AdministratorsLeadershipTeacher

July1-June30

Number ofstudentsrecognized

x x x x x x x


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academicimprovement attwice-yearlyAcademicRenaissanceAssemblies.

b. End of the YearDepartmentAwards, medals,and other positiverecognition

AdministratorsClassroomTeachers

July1-June30

List of studentsreceivingawards

x x x x x x x

c. Award medals tostudents forparticipation inSaturday MathAcademy andother activities.

AdministrationSponsoringTeachers

July1-June30

List of numberof studentsreceivingmedalsStudent wearmedals to 8thgradepromotion

x x x x x x x

d. PhysicalEducation - STARperformerrecognitionprogram includesfitness patches,mile club patches,and STAR patches

AdministrationP.E.DepartmentChairP.E. Teachers

July1-June30

Number ofstudentsrewardedSpring StudentSurvey

x x x x x x x

e. "Good News"postcards senthome to recognizeindividual studentachievement orprogress towards agoal.

PrincipalTOSASafe & CivilSchoolsCommittee

July1-June30

Number ofpostcards sentSpring ParentSurvey

100 x x x x x x

Objective #4: Opportunities for social, cultural, and technological growth to support student learning:


Objective

PersonResponsible


a. Provideassemblies, fieldtrips, electives, andlessons with social,cultural, oracademic themes.


Site calendar &Masterschedule


b. Provide students& parents accessto computersbefore and afterschool

AdministrationComputerTechnician

July1-June30

Computer LabSig-in sheets

x x x x x x x

c. Provide a widerange of electivechoices including


July1-June30

MasterScheduleClass rosters

1000 x x x x x x


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music, fine arts,media, technology,MESA, leadership,college prep

Objective #5: Student placement in rigorous, standards-based academic courses


Objective

PersonResponsible


a. All students willbe placed in theclasses accordingto grade level.

CounselorsPrincipal

July1-June30

Masterschedule andclass rosters

x x x x x x x

b. Remedialinstruction will besupplementalduring the regularclass period andas an elective forstudents enrolledin IntensiveIntervention forEnglish LanguageArts.

CounselorsAdministrators

July1-June30

Masterschedule andclass rostersLesson plans

x x x x x x x

c. GATE studentswill be placed in atleast 3 honorsclasses. Honorscourses areoffered in ELA,math, science, andsocial studies.

CounselorsAdministratorsGATECoordinator

July1-June30

Review ofStudentSchedules andMasterSchedule

x x x x x x x

d. AVID studentswill be placed in aminimum of 1honors class.

AdministratorsCounselorsAVID teachers

July1-June30

Review ofStudentSchedules andMasterSchedule

x x x x x x x

e. Two counselorswill monitor studentprogress, identifyneeds, implementinterventions, andcommunicate withparents


ObservationsAdministrativemeetings withcounselors

147823 x x x x x x

f. All studentsparticipate inscience courseswhich focus onexperimentationand investigation.Studentsparticipate inweekly labs andmaintain a sciencejournal.

PrincipalScience Dept.ChairScienceteachers

July1-June30

Student'sScience-JournalsTeacherLesson plansObservations

1000 x x x x x x


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g. PhysicalEducation Coursesfocus on thePresidential andFitness-gramstandards

AdministrationP.E. Dept.ChairP.E. Teachers

July1-June30

Lesson PlansStudent FitnessScoresNumber ofstudentsearningPresidentialFitness Award

x x x x x x x

Objective #6:


Objective

PersonResponsible


Objective #7:


Objective

PersonResponsible


Objective #8:


Objective

PersonResponsible

Timeline Monitoring Title I ELAP EIA/LEP EIA/SCE QEIA ARRA Other:Other:

Title I ELAP EIA/LEP EIA/SCE QEIA ARRA Other

Total Expendituresin this goal: $151,023.00 $0.00 $0.00 $105,277.00 $0.00 $0.00 $0.00


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Goal II - Assessment and Accountability/Data Driven Planning School Goal: District Vision:1. Mendez Fundamental Intermediate School will usedata to assess student progress, developprograms, and plan instruction.2. Teachers, Administration and parents will worktogether to set goals and monitor progresstowards those goals.3. Students will be assessed on an ongoing andconsistent manner.4. Staff will keep students and parents aware ofstudent progress in a timely manner.5. Students will take responsibility for monitoring theirown progress towards proficiency.

Goal #1: We will equip students to achieve their highestacademic potential.

Goal #2: We will assure that students are prepared tosucceed in higher education and toaccomplish their life goals.

Goal #3: We will offer rigorous and outstanding learningopportunities and will be aligned with statestandards and federal guidelines.

Goal #4: We will use resources efficiently andstrategically to support District goals.

Goal #5: We will communicate clearly, consistently,responsively, and proactively with allstakeholders.

Means of Evaluating Progress Toward this/these Goal(s):Standardized test scores, district benchmark assessments, online grades and the standards-based report card willbe use to evaluate overall student progress.

Mendez is part of a district program that reports student progress towards the standards using a Standards-Basedreport card. This report card indicates a proficiency grade, performance grade and citizenship grade. Theproficiency grade is based on site developed common assessments closely aligned with the state standards. Anaverage of Common Assessment scores are used to evaluate progress towards mastery of the standards. Theperformance grade reflects a combination of classwork, homework, quizzes, tests and projects.


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Goal II - Assessment and Accountability/Data Driven Planning - ACTION PLAN

Objective #1: Use of data to determine subject area emphasis:

Specific Action toAchieve Objective

PersonResponsible

Timeline Monitoring TitleI

ELAP EIA/LEP EIA/SCE QEIA ARRA Other:

a. Teaching staffmeet in subject areateams, examinedata, and chooseone or two clustersto focus on for thisyear’s students (e.g.readingcomprehension,number sense,etc…) Data will beused along withdistrict blueprints andbenchmarks to aligncurriculum. Releasedays and after-school collaborationmeetings will beused for thispurpose.

PrincipalDepartmentChairs

July1-June 30

Each adminwill beassignedspecificdepartments tomonitor

x x x x x x x

b. All teachers plantogether to designgrade level tests andto coordinate thescope, sequence,and pacing for eachcontent class.

TeachersPrincipal

July1-June 30

Discussionswith adminDistrict PacingGuides

x x x x x x x

Objective #2: Use of data to determine instructional effectiveness:


PersonResponsible



a. School staff usedata to help identifyeffective teachingand use suchinformation to guideteacher collaborationteams andappropriateinterventionprograms.

Administration,Counselors andTeachers

July1-June 30

Admin willmeet withdepartmentsGrade levelteams willreviewCommonAssessment &benchmarkdata

x x x x x x x


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b. Teachers usecollaboration daysdescribed in Goal I tolook at data and planinstruction.

Administration,Counselors andTeachers

July1-June 30

Admin willmeet withdepartmentsGrade levelteams willreviewCommonAssessment &DistrictBenchmarkdata

x x x x x x x

c.Teachers useGrade Cam softwareto analyze studentperformance onCommonAssessments.

AdministrationTOSADepartmentchairs

July1-June 30

Department bygrade-levelData chatsObservationsby Admin

x x x x x x x

d. Data Chats atmonthly staffmeetings focus onprogress of ELs andeffective teachingstrategies.

Administration July1-June 30

Staff MeetingAgendasDiscussionNotes

x x x x x x x

Objective #3: Use of data to target students for intervention, and honors programs and services:


PersonResponsible



a. Students areselected for honorsand interventionprograms based onperformance grades,and standards-basedgrades, standardizedtest scores and theDistrict WritingProficiency.

CounselorsTeachersELDCoordinator

July1-June 30Every6-weeks

Monthly staffmeetings willbe used todiscuss dataand progressof targetedstudents.

x x x x x x x

b. Data reviewfocuses particularlyon ELs and RFEPs.All ELs and RFEPswill be closelymonitored by schoolstaff.


July1-June 30

Monthly staffmeetings willbe used todiscuss dataand progressof targetedstudents.

x x x x x x x

c. Data is used totarget students forinterventionprograms includingSat. Social Studies/Science Academyand iPals MentoringProgram.


July1-June 30

Studentparticipation intheseprograms

x x x x x x x


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Objective #4: Ongoing data collection in the form of Common Assessments, writing assessments anddistrict benchmarks


PersonResponsible



a. CommonAssessments assessstudents' proficiencyin the content areasand are "common"for all students bysubject/ grade level.

PrincipalTeachersDepartmentChairs

July1-June 30

Departmentchairs will workwith teachersduringcollaboration

x x x x x x x

b. Teachers reviewand revise commonassessments forMath, Science,Language Arts, andSocial Studies inalignment with theCA State Standards.

LearningDirectorDepartmentChairsTeachers

July1-June 30

Departmentchairs will workwith teachersduringcollaboration

x x x x x x x

c. Teachersadminister CommonAssessments at theconclusion of each"unit" of study inMath, Science,Language Arts, andSocial Studies.

LearningDirectorDepartmentChairsTeachers

July1-June 30

Review ofStudent DataTrackers

x x x x x x x

d. District benchmarkassessments areadministered for ELAand Math.

AdministrationLearningDirectorTeachers

July1-June 30

Results postedon DataDirector

x x x x x x x

e. Informalassessments,quizzes and projectsare used by allteachers in order tocontinuously monitorstudents progress.

AdministrationLearningDirectorDepartmentChairsTeachers

July1-June 30

Departmentchairs will workwith teachersduringcollaborationGrades onPinnacle

x x x x x x x

Objective #5: Standards-Based Grade reporting:


PersonResponsible



a. Mendez utilizes astandards-basedreport card. Thereare six gradingperiods divided into 2semesters. Eachsemester has twoprogress reports atthe 6 and 12 weekmarks and a finalgrade at the 18 weekmark. Performance

AdministrationTOSATeachers

July1-June 306 timesper year

Admin willreview studentgrades onPinnacle eachgrading period

x x x x x x x


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grades arecalculated as arunning total for anentire semester.

b. Teachers continueto work to ensurethat grading policiesare consistent acrossgrade-level andwithin departments.

TeachersAdminTOSA

July1-June 30


x x x x x x x

c. Student gradesare maintained onPinnacle andupdated in a timelymanner.

AdministrationTOSA

July1-June 30


x x x x x x x

d. Parents andstudents haveaccess to studentgrades via theParent Portal onPinnacle.

AdministrationTOSA

July1-June 30

Pinnacle usagereportsParent/Studentfeedback onSpring surveys

x x x x x x x

e. Parents andstudents receivetraining on how toaccess the studentgrades online and onhow to use thisinformation tosupport studentachievement.

LearningDirectorTOSAComputerTechnician

July1-June 30

Pinnacle usagereportsParent/Studentfeedback onSpring surveys

x x x x x x x

Objective #6:


PersonResponsible



Objective #7:


PersonResponsible



Objective #8:


PersonResponsible


ELAP EIA/LEP EIA/SCE QEIA ARRA Other:Other:


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Total Expenditures inthis goal: $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00


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Goal IIIa - Reading / Language Arts NCLB Goal I: All students will reach high standards, at a minimum, attaining proficiency or better inreading by 2013-2014.School Goal: District Vision:All Mendez Fundamental Intermediate Schoolstudents will demonstrate the ability to:

1. Read grade level text independently2. Organize thoughts both verbally and in writing3. Use appropriate academic language4. Know how and where to access information5. Evaluate whether information retrieved is valid6. See connections across disciplines/genres7. Accurately summarize textual passages8. Actively seek information to problem solve orcomplete a task (research)9. Apply writing and reading skills to real life situations10. Be prepared for college, the work force and adultlife11. Earn proficient/advanced on CST12. Earn grades of proficient/advanced (4’s & 5’s) inperformance & proficiency13. Develop a love of reading, writing and learning!

Goal #1: We will equip students to achieve theirhighest academic potential.


Goal #3: We will offer rigorous and outstandinglearning opportunities and will be aligned withstate standards and federal guidelines.


Goal #8: We will assure that all facilities are safe,effective, well-maintained learningenvironments.

Student Sub-groups Participating in this/theseGoal(s): Performance Gains:

English LearnersSocio-economically disadvantagedHispanic or Latino

School-wide, 61.2% of students will score proficient oradvanced on the ELA portion of the CST, an increase of10%on the 2010-2011 CST.

10% more students in each sub-group will score proficientor advanced on the Language Arts portion of the2010-1011 CST:-ELs will increase from 33.8% to 43.8% proficient oradvanced-Socioeconomically disadvantaged will increase from49.3% to 59.3% proficient or advanced-Hispanic or Latino will increase from 50.1% to 60.1%proficient or advanced

75% of students, who are not yet proficient, will move upone performance band on the 2010-2011 CST.

Means of Evaluating Progress Toward this/theseGoal(s): Group Data Needed to Measure Academic Gains:


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Holt AssessmentsRenaissance Learning (STAR) Reading InventoryStandards Based GradesCommon AssessmentsDistrict Benchmark AssessmentsCSTsCELDTParticipation in Accelerated ReaderData Tracker

From CSTs: ELA Scaled ScoresFrom CELDT: Reading Scaled ScoresDistrict benchmarksCommon Assessments


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Goal IIIa - Reading / Language Arts - ACTION PLAN

Objective #1: Alignment of Instruction, Strategies, and Materials with content standards:


PersonResponsible



a. All teachersensure thatinstruction,strategies andmaterials arealigned withcontent standards.


July1-June30

Review of lessonplans& commonassessments

x x x x x x x

b. Teachers followthe districtpublishedblueprints andpacing guides.


July1-June30

Review of lessonplans& commonassessments

x x x x x x x

c. Students,teachers, parentsand administrationuse the DataTracker tocontinuouslymonitor studentprogress towardsmastery ofstandards.

StudentsTeachersDepartmentChairsAdministration

July1-June30

Review of lessonplans& commonassessmentsbenchmark data,and student DataTrackers

x x x x x x x

d. Administrationconduct formal andinformal classroomvisits on a regularbasis.

Admin July1-June30

Review of lessonplans & classroomobservations

x x x x x x x

e. Teachersmaintain grades onPinnacle in a timelymanner. Gradeswill be aligned withpacing guides.

LearningDirectorTOSAAdmin

July1-June30

Administrators willspot check gradesmonthly

x x x x x x x

f. Thinking Mapsare used by allteachers to fostercomprehensionand higher levelthinking skills.

AdministrationILTDepartmentChairsSite basedThinking MapsTrainers

July1-June30

Lesson PlansStudent worksamplesDiscussions atStaff meetings

x x x x x x x

Objective #2: Extended learning opportunities will be provided for all students:


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PersonResponsible



a. Targeted 6th and7th grade studentswho are more than2 years belowgrade level areplaced in a3-period ELA class.

CounselorsPrincipalELDCoordinator

July1-June30

Class rosters willbe checkedagainst district list& CST scores

x x x x x x x

b. Before and afterschool homeworkhelp is provided byclassified staff andcollege tutors.

AssistantPrincipalTeachersCounselorsBoys & GirlsClub

July1-June30

Tutoring sign-insheets

x x x 10000 x x x

c. Language richsupplementalinstruction andhomework help isprovided after-school by the Boysand Girls Club.

Boys & GirlsClubAdministration

July1-June30

Observations byAdministratorsBoys & Girls Clubrecords

x x x x x x ThinkTogether

d. GATE identifiedand high achievingstudents are placedin HonorsLanguage Artsclasses.

CounselorsPrincipal

July1-June30

Class rosters willbe checkedagainst district list& CST scores

x x x x x x x

e. Adequatesupplementalreading/learningmaterials areprovided toclassrooms in allcurriculum areas.

AdminTeachersDepartmentChairs

July1-June30

ObservationsLesson Plans

x x x x x x x

Objective #3: All students will have access to the technology tools necessary to facilitate thedevelopment of digital literacy skills and to promote independence, understanding, and collaboration.

All staff will have access to state of the art technology tools to facilitate instruction, engage students, andand promote understanding and collaboration.


PersonResponsible



a. Some teachersuse AcceleratedReader toencourage readingand promotepositive readinghabits.

Library/ MediaTechELADepartmentChairELA Teachers

July1-June30

Review of ARreports

x x x x x x MicrosoftVoucherProgram(districtlevel)

b. Google Aps forEducation providee-mail & filestorage & sharing

AdministrationTOSAComputerTechnician

July1-June30

Student andTeacher SpringSurveys

x x x x x x x


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as well as othertools for studentsand staff.

c. Technology toolssuch as documentcameras, SMARTBoards, projectorsand audio systemswith microphonesare used toenhance studentengagement in theclassroom.

AdministrationTOSATechCommitteeComputerTechnician

July1-June30

Classroomobservations

x x x x x x x

d. Computer labsand laptop cartsprovide all studentswith opportunitiesto create, refineliteracy skills andpublish originalwork.

AdministrationTOSATechCommitteeComputer Tech

July1-June30


x x x x x x x

Objective #4: Staff Development and Professional Collaboration:


PersonResponsible



a. Teaching staffmeet regularly ingrade-level andsubject-matterteams tocollaborate,examine studentwork, reviewstudentassessment data,design instructionalunits.


July1-June30

Departmentmeeting minutesObservations byadministrators

x x x x x x x

b. Teachers attendtrainings andworkshops whichfacilitate theimplementation of arigorous/standards-basedcurriculum.

PrincipalILTSSC

July1-June30

Discussionsduringcollaboration/staffmeetingsLesson plans

x x x x x x x

Objective #5: Involvement of Parents and Community:


PersonResponsible




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a. Monthly CoffeeChats with parentsinclude informaldiscussions ofschool programsand issues relevantto parents.

AdminTOSA

July1-June30

Sign-in sheetsParent surveysinformaldiscussions withparents

x x x x x x x

b. Evening orweekend classes inEnglish, math, andtechnology areavailable for ELparents and/orfamilies.

Adulteducation

July1-June30

Parent surveys x x x x x x SantaAna

College

Objective #6:


PersonResponsible



Objective #7:


PersonResponsible



Objective #8:


PersonResponsible




Total Expenditures inthis goal: $0.00 $0.00 $0.00 $10,000.00 $0.00 $0.00 $0.00


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Goal IIIb - Writing Across the Curriculum NCLB Goal I: All students will reach high standards, at a minimum, attaining proficiency or better inreading by 2013-2014.School Goal: District Vision:All Mendez Fundamental Intermediate Schoolstudents will demonstrate the ability to:

1. Write for a variety of purposes2. Use correct spelling, punctuation & grammar3. Support ideas with details4. Summarize information and draw conclusions5. Communicate effectively through written language6. Earn Proficient/Advanced on the District WritingProficiency and CST (7th grade only)7. Earn grades of Proficient/Advanced (4’s & 5’s) inperformance & proficiency8. Develop a love of reading, writing and learning!



Goal #3: We will offer rigorous and outstandinglearning opportunities and will be alignedwith state standards and federal guidelines.




English LearnersSocioeconomically DisadvantagedHispanic or Latino

50% of all students will score an eight or higher on theDistrict Writing Proficiency

75%of students scoring less than an eight on the DistrictWriting Proficiency will improve by at least one point.

10% more 7th grade students will increase their writingapplication CST score to 6 or above


Holt AssessmentsWriting Common AssessmentsCSTCELDT7th grade CST Writing Proficiency TestDistrict Writing Proficiency

From CST: Writing Conventions and Writing StrategiesClustersFrom CELDT: Writing Scaled ScoresDistrict benchmarks and common assessments scoresDistrict Writing Proficiency Scores


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Goal IIIb - Writing Across the Curriculum - ACTION PLAN

Objective #1: Alignment of Instruction, Strategies and Materials with Content Standards:


PersonResponsible



a. All teachers usethe district printedblueprints andpacing guides toplan instruction. Thisincludes focusing onbi-monthly domainsby grade level inELA.

AdminDepartmentChairsLearningDirectorTeachers

July1-June 30

Review ofPacing Guidesand lessonplans

x x x x x x x

b. All contentteachers implementstructured writingassignments alignedwith the curriculum.Rubrics created bydepartments will beused to assesswriting.


July1-June 30

Lesson PlansCopies ofPrompts &Rubrics

x x x x x x x

c. Teachers look atprompts and resultsto monitor students’proficiency in writing.


July1-June 30

Review ofstudent writingsamplesDistrict writingproficiencyScores onwritingassignments

x x x x x x x

d. Effective writingstrategies are usedacross all curriculumand content areas.

AdministratorsLearningDirector

July1-June 30

Observationsand Classroomvisits

x x x x x x x

e. Teachers meet bydepartment/grade-level on 3release days (perteacher/ per year)for purposes ofplanning, curriculumalignment and datadriven planning.

AdministratorsLearningDirectorDepartmentChairs

July1-June 30

Agendas/Minutes fromrelease days

x x x x x x x

Objective #2: Extended Learning Opportunities will be provided for all students:


PersonResponsible




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a. All content areateachersstrategically addresswriting.

Administration,Teachers

July1-June 30

Lesson plansObservationsDiscussions atstaff meetingsandcollaborationmeetings

x x x x x x x

b. After school,tutors are availableto assist studentswith writing, editing,and proof readingassignments.

AdministratorsLearningDirector

July1-June 30

Observations x x x x x x x

c. Targeted 6th and7th grade studentswho are more than 2years below gradelevel are placed in a3-period ELA class.

PrincipalLearningDirectorCounselors

July1-June 30

Class lists,masterschedule

x x x x x x x

d. GATE identifiedand high achievingstudents are placedin Honors courses.

PrincipalGATECoordinator

July1-June 30

Class lists,masterschedule

x x x x x x x

e. AVID teachersand tutors reinforcedomain writing.

AdministratorsLearningDirectorAVID Teachers

July1-June 30

Lesson PlansObservationsStudent Work

x x x x x x x

f. Social Studiesteachers administera writingassessmentfollowing thecompletion of eachunit of study.

Social StudiesDepartmentChairLearningDirector

July1-June 30

Lesson PlansStudent Work

x x x x x x x

g. Language Artsteachers administer1 writingassessment eachgrading period aspart of theStandards-basedgrade.

Language ArtsDepartmentChairLearningDirector

July1-June 306 timesper year


x x x x x x x

h. Thinking Mapsare used in thecontent areas tofoster students'development ofideas and studentwriting.

LearningDirectorTOSASite ThinkingMaps TrainersDepartmentChairs

July1-June 30


x x x x x x x

i. Saturday Science/Social StudiesProgram - ahands-on Saturdayprogram for studentsscoring between280-310 on 2010Reading CST,focuses is on


AttendanceSheetsCST /CommonAssessment &Benchmarkscores



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improving reading &writing skills throughengaging science &social scienceactivities.

j. Students inscience participatein weekly labs andmaintain a detailedscience journal.

PrincipalScience Dept.ChairScienceTeachers

July1-June 30

ScienceJournals

x x x x x x x




PersonResponsible



a. SMART Boardsand/or documentcameras are used inall Language Artsclasses to helpstudents with editingand writing.

PrincipalTOSATechnologyCommitteeELA Teachers

July1-June 30


b. 8th grade SocialStudies classes uselaptops to aid inwriting in contentclasses. Blogs,wikis, and other web2.0 tools are utilized.

TeachersAdministrationTechnologyCommittee

July1-June 30

ObservationsLesson PlansStudent work

x x x x x x x

c. Google Aps forEducation are usedfor student e-mail &file storage &collaboration.

TOSATeachersComputerTechnician

July1-June 30

Google usagereportsStudent & Staffsurveys

x x x x x x x

Objective #4: Staff Development


PersonResponsible



a. Teaching staffmeet regularly ingrade-level andsubject-matterteams to collaborate,examine studentwriting, reviewstudent assessmentdata, refer to printeddistrict blueprintsand pacing guides,and look at writinginstruction in an

AdministratorsILT

July1-June 30

Agendas/MinutesObservationsILTdiscussions

x x x x x x x


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ongoing formal way.

b. Social Studiesteachers meetmonthly to discusswriting progress ofstudents.

Social StudiesDepartmentChairLearningDirector

July1-June 30Monthly


c. In monthly staffmeetings, bestpractices for ELs arediscussed.

Administrators July1-June 30Monthly

Staff MeetingAgendas

x x x x x x x

Objective #5: Involvement of Parents and Community:


PersonResponsible



a. Evening orweekend classes inEnglish, math, andtechnology areavailable for ELparents and/orfamilies.

Adult Education/SAC

July1-June 30

ParentSurveysSign-in Sheets

x x x x x x SantaAna

College

b. Monthly CoffeeChats for parentsinclude informaldiscussions ofschool programsand issues relevantto parents.

TOSAPrincipal


Sign ins forCoffee ChatsSpring ParentSurvey

x x x x x x x

c. Provide familiesan opportunity tovisit college campus'and participate inactivities thatpromote a collegegoing community.


ParentSurveysSign-in

x x x x x x x

Objective #6:


PersonResponsible



Objective #7:


PersonResponsible




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Objective #8:


PersonResponsible






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Goal IIIc - English Language Development NCLB Goal I: All limited English students will become proficient in English and reach high academicstandards, at a minimum, attaining proficiency or better in reading/language arts and mathematics.School Goal: District Vision:1. Improve their ability to read, write, and speakEnglish2. Participate fully in rigorous courses3. Score Early Advanced or Advanced on the CELDT4. Meet the criteria for reclassification5. Organize thoughts both verbally and in writing6. Use appropriate academic language7. Know how and where to access information8. Evaluate whether information retrieved is valid9. See connections across disciplines/genres10. Apply writing and reading skills to real lifesituations11. Be prepared for college, the work force and adultlife12. Earn proficient/advanced on CST13. Earn grades of proficient/advanced (4’s & 5’s) inperformance & proficiency14. Develop a love of reading, writing and learning!



Goal #3: We will offer rigorous and outstandinglearning opportunities and will be aligned withstate standards and federal guidelines.




English LearnersSocio-economically DisadvantagedHispanic or Latino

10% more EL students will score proficient or advancedon the 2010-2011 CST in Language Arts and Mathematics(See goals IIIa & IIId)

50% of the ELs not scoring proficient or advanced willraise 1 band on the 2010-2011 CST in Language Arts andMathematics

All English Learners will advance 1 CELDT level per yearand exit the program (reclassify as Fluent EnglishProficient) within 8 years of entering.


Holt AssessmentsRenaissance Learning (STAR) AssessmentsPerformace & Standards-based GradesCSTsCELDT

From CSTs: ELA and Math Scaled ScoresFrom CELDT: All cluster Scaled Scores


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Goal IIIc - English Language Development - ACTION PLAN

Objective #1: Alignment of Instruction, Strategies, and Materials with Content Standards:


PersonResponsible



a. All EL students areplaced in ELMclasses based onparent request or dueto demonstratedproficiency onCELDT.

CounselorsAdministrationELDCoordinator

July1-June 30

MasterScheduleParentPermissionForms

x x x x x x x

b. Teachers areprovided withadequate materialsand supplies tosupport SDAIE andGLAD teaching/learning strategies.

AdministrationTOSAELDCoordinator

July1-June 30

Pacing guidesLesson plansStudent DataTrackersFormal andInformalclassroomobservations

x x x x x x x

c. ELDCoordinator/TOSAassists classroomteachers withmonitoring of ELstudents,administration ofCELDT test, andfacilitate EnglishLearner AdvisoryCommittee meetings.

AdministrationLearningDirectorELDCoordinator

July1-June 30

Districtpaperwork forEL studentsAgendas/Minutes formeetings

x x x x x x x

d. All teachersintegrate ELDStandards, overlayingcontent Standards.

AdministrationLearningDirector

July1-June 30

Lesson PlansFormal &InformalObservations

x x x x x x x

e. All teachers knowwho their EL studentsare, their levels ofproficiency, andmonitor theirprogress monthly.

AdministrationLearningDirectorELDCoordinatorAll teachers

July1-June 30

ObservationsandDiscussionswith teachers

x x x x x x x

f. EL studentsreading 2 or moreyears below gradelevel are placed in3-period intensiveELA classes.


July1-June 30

MasterSchedule

x x x x x x x



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PersonResponsible



a. All electives (Art,music, technology,MESA etc…) stressvocabularydevelopment as wellas general readingand writing literacyskills.

AdministrationTeachers

July1-June 30

Lesson plansFormal andinformalobservationsWord Walls

x x x x x x x

b. Full inclusion of allstudents exposesEnglish Learners torich academiclanguage and highexpectations.

AdministrationCounselors

July1-June 30

MasterSchedule

x x x x x x x

c. Before & Afterschool tutoring isavailable to allstudents.

LearningDirector

July1-June 30

ObservationsSign-in sheets

x x x x x seeGoal

3a Obj2b

x

d. Language richsupplementalinstruction andhomework help isprovided after schoolby the Boys and GirlsClub.

Boys & GirlsClubLearningDirector

July1-June 30

Observations x x x x x x ThinkToget

e. Thinking Maps areused in all contentareas.

LearningDirectorSite ThinkingMaps Trainers

July1-June 30

Lesson PlansStudent worksamples

x x x x x x x

f. EL students areprovided with rubricbased, differentiateinstruction during thepre-writing andrevising processes inSocial Studies.

LearningDirectorSocial StudiesDepartmentChair

July1-June 30

Lesson PlansStudent worksamples

x x x x x x x




PersonResponsible



a. AcceleratorReader is used byELA teachers topromote positiveattitudes towardsreading and tofacilitate EnglishLanguageacquisition.

ELA teachersAdministrationLibrary/ MediaTech

July1-June 30

AR reports ofstudent usage

x x x x x x MicrosoftVoucherprogram


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b. Technology tools inthe classroom,including documentcameras and SMARTBoards, facilitate theuse of SDAIE/ GLADteaching/ learningstrategies.

TOSAComputerTechnicianTechnologyCommitteeAdministration

July1-June 30

Observations 500 x x x x x x

c. Physical Educationteachers usetechnology toolsincludingpedometers. heartmonitors, scales, andPFT software toengage students andpromote classdiscussions andwriting activities onphysical fitness andhealth related issues.

AdministrationLearningDirectorPhysicaleducationDepartmentChair

July1-June 30

Lesson plansObservations

x x x x x x x

d. Students useGoogle Aps forEducation for E-mail,file sharing &collaboration.

TeachersTOSA

July1-June 30

Usage reportsLesson Plans

x x x x x x x



PersonResponsible



a. Teaching staffmeet regularly ingrade-level andsubject-matter teamsto collaborate,examine studentwork, review studentassessment data.

AdministrationLearningDirectorILTDepartmentChairs

July1-June 30

Agendas.Minutes, andSign in sheetsfromcollaborationmeetings

x x x x x x x

b. Teachers work withsite ELD coordinatorto insure thatdifferentiatedinstruction is includedin daily lessons.

AdministrationTeachersELDCoordinator

July1-June 30

Lesson PlansObservationsStudent Work

x x x x x x x

c. ELD coordinatorhelps monitor studentprogress.

AdministrationLearningDirectorELDcoordinator

July1-June 30

ELD reportsILTiPalsMonitoringSheets

x x x x x x x

d. Topics at monthlystaff meeting focuson best practices forEnglish Learners.


July1-June 30monthly

AgendasExamination ofStudent worksamples

x x x x x x x


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Objective #5: Involvement of Parents and the Community


PersonResponsible



a. Use ofstandards-basedreport card to moreaccurately reportstudent progress toparents.

TeachersAdmin

July1-June 30

Admin willreview teachergrade booksmonthly

x x x x x x x

b. English LearnersAdvisory Committeemeets at least fourtimes per year.

TOSA/ ELDCoordinator

July1-June 30minimum4 timesper year

ELAC sign-insheets,agendas, &minutes

x x x x x x x

c. Parent meetingsare held tocontinually helpparents understandthe report card andthe information itprovides.The studentagenda also containsan explanation of theStandards Basedreport cardparents.

TOSA/ ELDCoordinator


sign-in sheetsparent survey

x x x x x x x

d. Monthly "CoffeeChat" meetings areheld for parents toinformally learn moreabout the school,how to help theirchildren besuccessful, and todiscuss schoolissues.

AdminTOSA


AgendasSign-in SheetsParent Survey

x x x x x x x

e. Evening andweekend English,math, and technologyclasses are availablefor EL parents and/orfamilies.

SAC July1-June 30

classregistrationlists

x x x x x x SantaAna

College

f. All parent meetingsare held in Spanishand English

AssistantPrincipal


sign-in sheetsparent survey

x x x x x x x

g. All flyers, letters,notices etc... are senthome in English andSpanish.


Copies ofnotices

x x x x x x x

Objective #6: Provide EL/ RFEP students with additional learning opportunities to improve Englishlanguage acquisition


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PersonResponsible



a. Saturday Science/Social StudiesProgram - ahands-on Saturdayprogram for studentsscoring between280-310 on 2010Reading CST,focuses on improvingreading & writingskills throughengaging science &social scienceactivities .

Principal July1-June 30

AttendanceSheetsCST /CommonAssessment &Benchmarkscores


b. iPal MentoringProgram- for ELs andRFEPs who scoredbetween 280-350 onthe Reading and/ormath portions of the2010 CST target 3-5students per teacherclosely monitoredand mentored byeach teacher.

AdministrationTOSAELDCoordinatorIndividualteachers

July1-June 30

iPal progressreports

x x x x x x x

c. Writing Academytargeting studentswho meet allrequirements forreclassificationexcept for writing.

TOSAELA ChairLearningDirector

Oct. -May

Sign-in sheetsWritingAssessmentscores


Objective #7:


PersonResponsible



Objective #8:


PersonResponsible





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Goal IIId – Mathematics NCLB Goal I: All students will reach high standards, at a minimum, attaining proficiency or better inmathematics by 2013-2014.School Goal: District Vision:All Mendez Fundamental Intermediate Schoolstudents will demonstrate the ability to:

1. Solve challenging problems independently2. Actively seek the information needed to solve aproblem or complete a task3. Be prepared for college, the work-force and for lifeas an independent adult in the real-world4. Achieve Proficiency on Quizzes and CommonAssessments5. Earn a grade of Proficient/Advanced (4’s & 5’s) inmath6. Score Proficient or Advanced on the on themathematics portion of the CST7. Apply math skills to real-life situations!



Goal #3: We will offer rigorous and outstandinglearning opportunities and will be alignedwith state standards and federal guidelines.




English LearnersSocio-economically disadvantagedHispanic or Latino

66.4% of students School-wide, will score proficient oradvanced on the 2010-2011 CST, a 10% increase from56.4%

10% more students in each sub-group will score proficientor advanced on the 2010-2011 CST Math:-ELs will increase from 30.3% to 40.3% scoring proficientor advanced-Socioeconomically disadvantaged will increase from49.3% to 59.3% proficient or advanced-Hispanic or Latino will increase from 49.3% to 59.3%proficient or advanced

75% of students, who are not yet proficient, will move upone performance band on the 2011 CST


Grade-level QuizzesPerformance GradesCommon AssessmentsStandards-Based gradesDistrict Benchmark assessmentsCST scores

From CSTs: Math Scaled ScoresDistrict benchmark scoresCommon assessment scoresStudent Performance & Standards-based Grades


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Goal IIId – Mathematics - ACTION PLAN

Objective #1: Alignment of Instruction, Strategies and Materials with Content Standards:


Objective

PersonResponsible


a. All teachers usethe districtpublishedblueprints andpacing guides toguide instruction.

DepartmentChairsTeachersAdministration

July1-June 30

Lesson PlansFormal andinformalclassroom visits

x x x x x x x

b. Teachers have 3release days peryear to meet inmath teams toalign curriculum,discuss commonassessment andbenchmark data,revise commonassessments andquizzes andcollaborate formore engaginginstruction.

PrincipalDepartmentChair

July1-June 30Threetimes peryear

Agendas/Minutes frommeetingsObservations


c. Students,teachers, parentsand administrationuse the studentData Tracker andPinnacleGradebook gradesto continuouslymonitor studentprogress towardsmastery of thestandards.

TeachersAdministratorsTeachers

July1-June 30

Data TrackerPinnacleGradebookreviewed byadministration

x x x x x x x

d. Classrooms areprovided withadequatematerials andsupplies to supportconceptualdevelopment andto reinforce mathconcepts as wellas to supportSDAIE/ GLADstrategies.

LearningDirectorMathDepartmentChair

July1-June 30

Formal andInformalclassroomobservationsLesson Plans

x x x x x x x


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e. Thinking Mapsare used to helpstudents developdeeperunderstanding andmake connectionswithin math.

MathDepartmentChairMath teachersThinking MapTrainers

July1-June 30

Formal andInformalclassroomobservationsLesson Plans

x x x x x x x



Objective

PersonResponsible


a. All 8th gradestudents areenrolled in AlgebraI.


July1-June 30

Masterschedule

x x x x x x x

b. All students areenrolled in twoperiods of math.


July1-June 30

Masterschedule

x x x x x x x

c. College tutorswork in theclassroom,assisting teachersto insure thatstudents are readyfor Algebra I in 8thgrade.

AssistantPrincipalLearningDirector

July1-June 30

ObservationsTutorSchedules

x x x 40000 x x x

d. Lower class sizein math is attainedby hiring anadditional mathteacher.


Masterschedule &class lists

42591 x 42591 x x x x

e. Before and afterschool tutoring andhomework help isavailable to allstudents.

Assistantprincipal

July1-June 30

CST, commonassessment &benchmarkscores

Sign-in sheets

x x x SeeGoal 3aobj 2b

x x x

f. Mind Institute:Algebra Readiness(ST Math)Program targetslow performingstudents (includingELs) in an afterschool program.

AdministrationMath Dept.ChairTOSA

July1-June 30

ST Math usageand completionreports


g. PentathlonTeams worktogether inpreparation for thePentathloncompetition.

PentathlonAdvisersAssistantPrincipal

July1-June 30

Team RostersParticipation incompetitions



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h. Saturday MathAcademies (SAM):(Pre Algebra &Algebra) supportstudents workingtowardsProficiency.

AssistantprincipalSAMcoordinator

July1-June 30Fall &Spring

Sign-in sheetsPre & Post testscoresCST scores


i. MESA electivesand MESA clubinclude on campusscience andengineering basedactivities and tripsto regionalcompletions.MESA is open toall students.

MESA AdviserAssistantprincipal

July1-June 30

Participation incompetitionsClass & clubenrollments

x x x x x x x




Objective

PersonResponsible


a. Expanded useof technology,includingprogrammablecalculators areused to increasestudents’understanding ofmath concepts.

Math Dept.ChairAdministrationTeachers

July1-June 30


x x x x x x x

b. SMART Boards,documentcameras, studentresponse systemsand othertechnologies areused in mathclasses to helpstudents betterunderstand mathconcepts.

Math Dept.ChairAdministrationTeachers

July1-June 30


x x x x x x x

c. CGP Workbook(grades 6 & 7) andCPM (grade 8)solutions areavailable online.

Teachers July1-June 30

ObservationsStudentSurveys

x x x x x x x

d. Studentresponders areused by someteachers to checkfor studentunderstanding.


ObservationsLesson PlansStudentSurveys

x x x x x x x


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e. Mind Institute:Algebra Readiness(ST Math)Program targetslow performingstudents (includingELs) in an afterschool program.

TeachersTOSAJiJi AcademyCoordinator

July1-June 30

ObservationsST Math usageand completionreports

x x x x x x x

f. Blogs andteacher web pagesare used by someteachers to extendand reinforcelearning.

TeachersTOSA

July1-June 30

ObservationsLesson PlanStudent WorkSamples

x x x x x x x

g. MESA activitiesinclude Robotics,web page designand othercompetitions whichare open to allstudents throughthe MESA electiveor after-schoolclub.

LearningDirectorMESA Adviser

July1-June 30

Studentparticipation incompetitions,class, and club

x x x x x x x



Objective

PersonResponsible


a. Teaching staffmeet regularly ingrade-level teamsto collaborate,examine studentwork, reviewstudentassessment data,examine districtbenchmarkassessments andcommonassessments.

TeachersMath Dept.Chair

July1-June 30

Sign in sheetsat collaborationmeetingsFeedback atILT

x x x x x x x

b. Commonassessments andperformanceassessments aremodified asnecessary to bestmatch thestandards anddistrict pacingguides.


July1-June 30

Review ofCommonAssessments &PerformanceQuizzes

x x x x x x x

c. Teachers have a3 release days peryear to meet inmath teams toalign curriculum,discuss common


July1-June 30

Sign in sheetsat collaborationmeetingsFeedback atILT



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assessment andbenchmark data,revise commonassessments andquizzes andcollaborate formore engaginginstruction.

Objective #5: Involvement of Parents and the Community:


Objective

PersonResponsible


a. Partnership withUCI and SantaAna Collegeprovides volunteertutors from bothcampuses.


July1-June 30

Volunteersing-in sheets

x x x x x x x

b. Saturday MathAcademy inpartnership withUCI includes afield trip to UCIwith parents forthe closingceremony.

SAMcoordinatorLearningDirector

July1-June 30Fall &Spring

Sign-in sheetsSAM Pre &Post testscoresCST scores

x x x x x x x

c. MESA inPartnershipChapmanUniversity providesfunding for theMESA program.

AdministrationMESA adviser

July1-June 30

MESA class &Club rostersParticipation incompetitions

x x x x x x x

d. Evening andweekend classesin math areavailable forparents and/orfamilies.

SAC July1-June 30

x x x x x x SAC

e. Coffee Chatsprovide time forinformaldiscussion onrelevant topicsincluding mathinstruction and therelationshipbetween successin math and futurecollegeattendance.

PrincipalTOSA


Coffee Chatfeedback &discussionsSurveysAttendance atparentsmeetings

x x x x x x x


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Objective #6:


Objective

PersonResponsible


Objective #7:


Objective

PersonResponsible


Objective #8:


Objective

PersonResponsible



Total Expendituresin this goal: $42,591.00 $0.00 $42,591.00 $40,000.00 $0.00 $0.00 $0.00


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Goal IV - Student Support: Interventions for Learning School Goal: District Vision:Mendez desires for all students to achieve theirhighest potential. Therefore, Mendez FundamentalIntermediate School provides a variety ofintervention options and extended learningopportunities for all students including: a.) at-riskand struggling students; b.) English Learners; c.)RFEPs; and d.) advanced/ gifted learners.

Goal #1: We will equip students to achieve their highestacademic potential.


Goal #3: We will offer rigorous and outstanding learningopportunities and will be aligned with statestandards and federal guidelines.



Means of Evaluating Progress Toward this/these Goal(s):Data TrackerCommon AssessmentsDistrict BenchmarksStandards-based gradesPerformance Grades6-Week progress reportsTeacher Lesson PlansReview of Master ScheduleMonitoring of After school tutoring


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Goal IV - Student Support: Interventions for Learning - ACTION PLAN

Objective #1: Identify at-risk students and intervention strategies:


PersonResponsible



a. Administrators,counselors andELD coordinatorcontinually look atstudent data anddevelop a specificplans for additionalintervention forat-risk students.

PrincipalLearningDirectorCounselorsELDCoordinator

July1-June 30

ILT discussionsReview of planwith SSC andELACSST records

x x x x x x x

b. Students,teachers, parents,counselors, andadministrators useonline grades andthe student Datatracker tocontinuouslymonitor studentprogress towardsmastery ofstandards.

PrincipalLearningDirectorELDCoordinatorTeachers

July1-June 30

Review ofHomeworkcards, grades,Data Trackersby counselors

x x x x x x x

c. College tutorsprovide supportand remediation atthe direction of theclassroom teacherwithin the regularmath class.

PrincipalLearningDirectorMathDepartmentChair

July1-June 30


d. Targeted 6th and7th grade studentswho are more than2 years belowgrade level areplaced in a 3-periodIntensive EnglishLanguage Artsclass.

AdministrationCounselorsELDCoordinator

July1-June 30

Cross referencelists of targetedstudents fromdistrict with classrosters and CSTscores

x x x x x x x

e. All staffmembers useMendezprogressivediscipline plan.Studentconsequences fornot completingclasswork/homework

AdministratorsCounselorsTOSAOutreachConsultant

July1-June 30

HomeworkCardsDocumentationform SST and/orAcademicImprovementPlans

x x x x x x x


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include parentnotifications, parentconferences,detentions,WednesdayExtended DayDetention, referralfor SST, AcademicImprovement Plan.

f. Counselorsregularly monitorprogress of at-riskstudents, meetingwith students,parents andteachers often topromote studentsuccess.

PrincipalCounselors

July1-June 30

Comments onAeriesData Base ofLetters senthomeSST records

x x x x x x x

g. Academicsupport is providedfor homeless andmigrant students.Monitoring ofachievement in theareas of LanguageArts, reading,English LanguageDevelopment occurthrough out theyear. In addition,the districtconducts a needsassessment andresults are reportedto parents andteachers ofhomeless andmigrant students.

MigrantCommunityWorkerDistrictCoordinator ofStudentAchievement

July1-June 30

Migrant EdReport

x x x x x x x

h. iPal mentoringProgram targets ELand RFEP studentswho are not yetproficient in Lang.Arts. Each teacheris mentoring 3-5students, providingtutoring andsupport on anon-going basis.

AdministratorsLearningDirectorCounselorsTOSA

July1-June 30

iPal RecordsheetsAdministratorfeedback toiPals (students)

x x x x x x x

Objective #2: Extended Day Opportunities will be provided for all students:


PersonResponsible



a. Before and afterschool tutoring isavailable for allstudents

LearningDirector

July1-June 30

Sign-in sheetsStudent Surveys

x x x x x x x


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b. An after-schoolextended dayprogram isavailable oncampus throughthe Boys and GirlsClub.

AssistantprincipalBay & GirlsClub

July1-June 30

Boys & GirlsClub records

x x x x x x ThinkTogether

c. Computer labsare available before& after school andduring lunch forstudent use.

LearningDirectorComputerTechnician

July1-June 30

Sign-in SheetsStudent surveys

x x x 10000 x x x

d. A variety of clubsand after-schoolactivities are opento all students andfoster studentinvolvement andextended learning,These includesports, MESA,Pentathlon,dance...

LearningDirector

July1-June 30

Rosters x x x x x x x

e. Counseling andhealth relatedservices areavailable oncampus. Outsidereferrals areprovided whensuggested orrequested.

CounselorsNurseAdministrators

July1-June 30

Counseling andhealth officerecords

x x x x x x x

Objective #3: Provide support for students individual learning needs:


PersonResponsible



a. RSP and SDCstudents are fullyincluded in theregular classroom.

LearningDirectorCounselorsSpecialEducationTeachers

July1-June 30

Class rostersIEPs

x x x x x x x

b. RSP teachersand instructionalassistants willsupport RSP andSDC students inthe regularclassroom.

LearningDirectorCounselorsSpecialEducationTeachers

July1-June 30

Master scheduleObservations

x x x x x x x

c. 4 AVID classesprovide support forstudents who wishto reach theiracademic potential.AVID tutorsfacilitate student

LearningDirectorAVIDCoordinatorAVID Teachers

July1-June 30

Class rostersAVID Students'grades

x x x x x x x


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tutorials. Field tripsto collegecampuses helpfoster positiveattitudes towardscollege.

d. GATE identifiedstudents are placedin at least 3 honorsclasses andmonitored by theGATE coordinator.Teachers may referstudents for GATEidentification in thefall.

LearningDirectorGATECoordinator

July1-June 30

Class rostersGATE Students'grades

x x x x x x x

e. A wide variety ofelectives includingart, music,technology, MESA,Leadership,Spanish, Yearbook,etc... allow studentsto exploreindividual interests.

Admin July1-June 30

Class rostersStudentEvaluationsElective sign-upsheets

x x x x x x x

Objective #4:


PersonResponsible



Objective #5:


PersonResponsible



Objective #6:


PersonResponsible



Objective #7:


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PersonResponsible



Objective #8:


PersonResponsible




Total Expenditures inthis goal: $0.00 $0.00 $0.00 $10,000.00 $0.00 $0.00 $0.00


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Goal V - Parent and Community: Partnerships for Student Learners School Goal: District Vision:Teachers, Administration, Support Staff, Parents, andStudents will work together to:

1. Implement and support school-wide policies andexpectations, which promote student success.2. Promote and develop positive relationships with allsegments of the community in order to foster opencommunication, accessibility and pride in our school.3. Increase number of parents who participate inparent meetings, conferences, and other sitesponsored activities.4. Increase the number of parents and communitymembers who volunteer on campus.5. Inform parents of student progress in a timelymanner.6. Provide opportunities for parents will take anactive role in campus life.

Goal #5: We will communicate clearly, consistently,responsibly, and proactively in a timelymanner with all stakeholders.

Goal #6: We will promote and develop positiverelationships with all segments of thecommunity, in order to foster opencommunication, accessibility, and pride in theschools.

Means of Evaluating Progress Toward this/these Goal(s):Number of applications for enrollment at Mendez.

Responses on annual parent survey.

Sign-in Sheets as evidence of parent participation at monthly parent meetings, Coffee Chats and other activities.

Parent Volunteer Sign-in sheets.

Membership in PTSA and participation on the PTSA board and in other PTSA activities.


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Goal V - Parent and Community: Partnerships for Student Learners - ACTION PLAN

Objective #1: Increase communication with parents and community regarding school activities and otheropportunities and items of interest:


PersonResponsible


a. The MendezWebsite is keptup-to-date andincludes a calendarand other resourcesfor parents, studentsand communitymembers. Studentscan print theinformation so allparents have accessto all schoolinformation.

TOSAAssistantprincipalComputer Tech

July1-June 30

Web siteviewingParent Survey

x x x x x x x

b. The Mendezwebsite features atranslation tool sothat the site isaccessible to allparents.

TOSAComputer Tech

July1-June 30

Web siteviewing

x x x x x x x

c. Flyers are senthome prior to schoolevents and areprinted in bothSpanish andEnglish.

AdministrationOffice ManagerTOSA

July1-June 30

Copies of flyers x x x x x x x

d. Teleparent orXtend messagessent out to parentsprovide importantschool informationand detailsregarding upcomingevents. Messagesare sent in theparents primarylanguage or inEnglish and Spanishfor custommessages.


Record ofmessages onteleparent &Xtend systems

3500 x x x x x x

e. E-mailnotifications are sentthrough our list-serv.

TOSAComputerTechnician

July1-June 30

Responses toSpring ParentSurveys

x x x x x x x

f. Good Newspostcards are mailedto parents.

LearningDirectorSafe & Civil

July1-June 30

Number ofPostcards senthome

x x x x x x x


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SchoolCommittee

Parent, Student& Staff SpringSurveys

Objective #2: Provide Individual Achievement Results to parents:


PersonResponsible


a. Progress reportsare mailed homeevery six-weeks forall students.

DistrictRegistrar

July1-June 30Every6-weeks

Registrarreceives reportsViewing ofgrades onSchool Max

x x x x x x x

b. Many teachersprovide parents withIndividual studentassignment reportsfrom Pinnacle.

Teacher July1-June 30

Parentsignatures onstudentassignmentreports

x x x x x x x

c. Many teacherssend home Tests/Quizzes for a parentsignature.

Teacher July1-June 30

Parentsignatures onTests/ Quizzes

x x x x x x x

d. Student DataTrackers are to beinitialed by parentsfollowing eachCommonAssessmentadministered.

TeacherCouncilors

July1-June 30

View DataTrackers

x x x x x x x

e. More frequentprogress reports aresent home for at-riskstudents.

TeacherCounselors

July1-June 30

Review ofGrade Sheets

x x x x x x x

f. Homework cardnotifications,requiring a parentsignature, are senthome as necessary.

TeachersCouncilorsAdministration

July1-June 30

Homework cardnotificationssigned byparent

x x x x x x x

g. Phone calls toparents fromteachers, counselorsand administratorsoccur as needed.

Councilors July1-June 30

Comments onAeries

x x x x x x x

h. Teleparent(recorded phonecalls to parents fromspecific teachers)provide parents withtimely informationregarding theirstudent(s).Messages aredelivered in theparent's primarylanguage.


Teleparent calllogs

x x x x x x x


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i. Parent haveaccess to studentgrades on Pinnaclevia the ParentPortal.

TOSAAdministration

July1-June 30

Pinnacle usagereports

x x x x x x x

Objective #3: Provide a wide variety of opportunities for parents to participate in school activities and tohave positive experiences on campus:


PersonResponsible


a. Monthly parentmeetings combineschool and PTSAbusiness with topicsof relevance toparents such asgang prevention andemergencypreparedness.All meetings areheld in Spanish andEnglish.

AssistantPrincipal


Sign-in sheets x x x x x x x

b. Regular meetingsfor SSC, ELAC,PTSA are open to allparents andcommunitymembers.

TOSAAdministrationParentInvolvementCoordinator

July1-June 30

Sign In sheets,agendas, &Minutes

x x x x x x x

c. Monthly CoffeeChats with parentsallow time forinformal discussionsof academics,school issues andother topics ofinterest to parents.

TOSAPrincipalParentInvolvementCoordinator

July1-June 30

Sign-in sheetsParent Survey

1000 x x x x x x

d. Parents areinvited to shadowtheir child(ren)during the schoolday.

AdministrationCouncilors

July1-June 30

Visitor sign-insheets

x x x x x x x

e. Parent volunteerhours are part of theMendez Contract.Families fill out aParent VolunteerContract and committo a minimum of 2hours of service perfamily per year.

TOSALibrary MediaTechnicianAdministrationParentInvolvementCoordinator

July1-June 30

Volunteersign-in sheetsParentVolunteerContracts

x x x x x x x

f. A ParentInvolvementCoordinator willcoordinate theimplementation ofthe the abovementioned activities.

Principal July1-June 30

ObservationsbyAdministration

x x x x x x x


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g. Parents areprovidedopportunities forclass visitations.

PrincipalParentInvolvementCoordinator

July1-June 30

Sign-in sheetsParent Surveys

x x x x x x x

Objective #4: Increase Community Volunteers:


PersonResponsible


a. Partnership withSanta Ana Collegeplaces volunteertutors in classrooms.

LearningDirector

July1-June 30

Visitor's logObservations

x x x x x x x

b. Parent Volunteersare welcome in theclassroom, officeand library, andPTSA.

AssistantprincipalRegistrarLibrary/ MediaTechParentInvolvementCoordinator

July1-June 30

Visitor's logVolunteersign-in sheets

x x x x x x x

c. Parent volunteersare recognized at anend of the yearevent.

AdministrationParentInvolvementCoordinator

June Sign-in Sheet x x x x x x x

Objective #5: Provide outreach programs


PersonResponsible


a. Guest speakersand scheduled tospeak at ParentMeetings.

Assistantprincipal

July1-June 30

Sign-in sheetsParent surveys

x x x x x x x

b. Evening/ weekendclasses for parentsto help increase theirESL, reading,computer, and/ormath skills areoffered on campusin partnership withSanta Ana AdultEducation.

Adult EducationPrincipal

July1-June 30

Parent surveys x x x x x x SantaAna

College

c. Opportunity tovisit a collegecampus' andparticipate inactivities thatpromote a collegegoing community areprovided for parents.




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d. Nutrition Network:Parent volunteersattend districttrainings andpresent informationregarding nutrition atmonthly parentmeetings.



e. Parent volunteersattend districtmeetings includingDAC/ DLAC,Superintendent'scabinet. Informationis shared at SSC,Coffee Chats, andELAC meetings.

AdministrationTOSA

July1-June 30

Agendas x x x x x x x

Objective #6:


PersonResponsible


Objective #7:


PersonResponsible


Objective #8:


PersonResponsible



Total Expenditures inthis goal: $4,500.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00


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Goal VI - Staff Development: Strategies to Achieve Standards School Goal: District Vision:Mendez Administration and staff will work together to:

1. Recruit, select, and retain competent and qualifiedstaff.2. Provide opportunities for staff to receive ongoingtraining in effecting teaching strategies andeffective educational programs.3. Provide time for teachers to collaborate and sharebest practices.4. Provide time for teachers to examine data and planeffective instruction.

Goal #7: We will recruit, select, and retain caring,competent, and qualified staff.


Means of Evaluating Progress Toward this/these Goal(s):Annual staff and parent surveys.

Observation of best practices

Teacher sign-ins at staff development trainings/sessions


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Goal VI - Staff Development: Strategies to Achieve Standards - ACTION PLAN

Objective #1: Teachers will collaborate and attend trainings on various topics including planning, lookingat data, aligning common assessments, developing writing prompts and improving instruction:

Specific Actionto AchieveObjective

PersonResponsible



a. Teaching staffwill meetbi-monthly ingrade-level andsubject-matterteams tocollaborate,examine studentwork, reviewstudentassessmentdata, designinstruction.


July1-June 30Bi-monthly

Sign-In SheetsILT

x x x x x x x

b. Teachers willmeet in subjectmatter teams bygrade level for 3release days peryear in order tocollaborate, planinstruction,review and revisecommonassessments (forstandards basedgrade reportcard), and reviewstudent data.

DepartmentChairsTeachers

July1-June 30

ObservationsAgendas/Minutes


c. The SiteTechnology Teamis working torevise ourlong-rangetechnology planand to promotebest practices inthe use oftechnology in theclassroom.

PrincipalTech TeamTechCoordinator

July1-June 30

Tech Plan x x x x x x x

d. The Safe &Civil Schoolsteam meetsregularly andattends trainingswhich promote

PrincipalSafe & CivilSchools Team

July1-June 30



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school-widepoliciesconsistent withthe MendezVision.

e. Monthly staffmeetings focuson EnglishLearners,monitoring ofELs, and bestpractices for ELsuccess.

AdministrationELDCoordinator

July 1-June 30

Agendas fromStaff meetings

x x x x x x x

f. Staff membersprovide inputthroughdepartmentchairs, theInstructionalleadership team,and surveys todevelop andimplement staffdevelopmentactivities.

AdministrationILT

July 1-June 30

Minutes frommeetings

x x x x x x x

g. Theestablishment ofschool normsand expectationsof teacheraccountability area positive part ofschool culture.

AdministrationILTTeachers

July 1-June 30

Minutes frommeetings

x x x x x x x

h. Walk-thoughsand observationsby bothadministratorsand peerspromotecollaboration andaccountability.

AdministrationILTTeachers

July 1-June 30

Reflections byStaff members


i. Thinking Mapstraining and timeto planimplementationwill occur atmonthly staffmeetings.

Site ThinkingMaps TrainersLearningDirectorPrincipal

July 1-June 30

Sign-in SheetsWalk-throughsSharing at staffmeetings

x x x x x x x

j. Thinking Maps- Path toProficiencytraining will beginon a staffdevelopment dayand continuethroughout theyear.

Site ThinkingMaps TrainersLearningDirectorPrincipal

July 1-June 30

Sign-in SheetsWalk-throughsSharing at staffmeetings

x x x x x x x

Objective #2: Formal and informal opportunities will be made available to staff for personal growth andprofessional development. Best practices in the use of technology in the classroom will be emphasized:


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PersonResponsible



a. Teachers andother staff canattendconferences andseminars whichoffer classesdesigned foreducationalimprovement,such as AVID,CLMS, UCIPartnerships,CUE,AcceleratedReader, etc. aswell as classesoffered by thedistrict andOCDE.

DepartmentchairsTOSAAdministration

July1-June 30

Sign-In SheetsStaff sharing atmeetings

x x x x x x Sign-inSheets

Walk-throughsSharing at

staff meetings

b. Ongoing DataDirector trainingis available toteachers.

DepartmentChairsAdministration

July1-June 30

Teacher use ofData DirectorAdmindiscussionswith teachers

x x x x x x x

c. All teachersare trained onthe use ofThinking Mapsfor school-wideimplementationin the contentareas. Additional,content specifictraining anddiscussionsoccur atdepartmentmeetings.

PrincipalLearningDirectorOn siteThinking MapsTrainersAll teachers

July1-June 30

Sign-In SheetsStaff sharing atmeetingsStudent worksamples

x x x x x x x

d. OCDE and thedistrict providefree technologytraining

TOSATeachers

July1-June 30

Sign-In SheetsStaff sharing atmeetingsObservations

x x x x x x CTAPVouchers

e. Trainers fromApple,Avermedia etc…will be invited tocampus to assistwith theimplementationof newtechnologies

TOSA July1-June 30


x x x x x x x

f. Expertise ofstaff members isutilized tocontinue theimplementationof best practices

PrincipalLearningDirectorILT

July1-June 30


x x x x x x x


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and newtechnologies inthe classroom.

g. Staff expertiseis also used forcoaching andmentoring withinand acrossdisciplines.


July1-June 30

Observationsby Admin

x x x x x x x

Objective #3:


PersonResponsible



Objective #4:


PersonResponsible



Objective #5:


PersonResponsible



Objective #6:


PersonResponsible



Objective #7:


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PersonResponsible



Objective #8:


PersonResponsible


ELAP EIA/LEP EIA/SCE QEIA ARRA Other: Other:




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Goal VII - Quality Education Investment Act (QEIA) - ACTION PLAN School Goal: District Vision:

Goal #7: We will recruit, select, and retain caring,competent, and qualified staff.


Means of Evaluating Progress Toward this/these Goal(s):


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Goal VII - Quality Education Investment Act (QEIA) - ACTION PLAN

Objective #1:


PersonResponsible


Objective #2:


PersonResponsible


Objective #3:


PersonResponsible


Objective #4:


PersonResponsible


Objective #5:


PersonResponsible



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Objective #6:


PersonResponsible


Objective #7:


PersonResponsible


Objective #8:


PersonResponsible





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School Information

Common Page 1

2011-12

Mendez Fundamental Intermediate School Santa Ana Unified School District

School CDS Code: 6117899 District CDS Code: 66670

Initial Year: 2011-12

Principal: Cynthia Landsiedel Email: [email protected]

Contact Person: Cindy Landsiedel Position: Principal Email: [email protected]

AMENDMENTSNature of Revision SPSA Funding Sources Check below all that apply

[X] Yearly Update ofComprehensive Plan & Budget

[X] Title I [X] Title I Schoolwide Program

[ ] Content Revision: [X] ELAP [ ] Title I Targeted Assistance(TAS) School

Goal # [X] EIA/LEP [ ] School Based CoordinatedProgram (SBCP)

Goal # [X] EIA/SCE [X] Title I Program Improvement

Goal # [ ] Quality Education InvestmentAct (QEIA)

Year 1

Goal # [X] ARRA [ ] Other:

[ ] Budget Pages Revision: [ ] Other: [ ] Other:

Pages [ ] Other:

[ ] Other:

Date School Site Council approved this revision: 6/9/10

Anna Wells

School Site Council Chairperson Signature Date

Cynthia Landsiedel

Principal’s Name Signature Date


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Recommendations and Assurances

Common Page 2

School: Mendez Fundamental Intermediate School School Year: 2011-12 The school site council recommends this school plan and its related expenditures to the district governingboard for approval, and assures the board of the following: 1. The School Site Council is correctly constituted, and was formed in accordance with district governing

board policy and state law. 2. The School Site Council reviewed its responsibilities under state law and district governing board policy and

state law. 3. The School Site Council sought and considered all recommendations form the following committee(s)

before adopting this plan. [X] English Learner Advisory Committee[X] Other:

Instructional Leadership Team 4. The School Site Council reviewed the content requirements for school plans of programs included in this

Single Plan for Student Achievement and believes all such content requirements have been met, includingthose found in district governing board policies and in the Local Improvement Plan.

5. This School Plan 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 improvestudent academic performance.

Cynthia Landsiedel

Principal Signature Date

Anna Wells

School Site Council Chairperson Signature Date

Lizbeth Lopez-Diaz ELAC Representative Signature Date

Greg Dennis

School Site Council Teacher Member Signature Date

This school plan was adopted by the School Site Council on: 11/17/10


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Date approved by Board of Education:


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Santa Ana Unified School DistrictSchool Site Council Membership

Common Page 3

School: Mendez Fundamental Intermediate School School Year: 2011-12

Education Code Section 64001 requires that each school’s Comprehensive School Plan be reviewedand updated at least annually, including proposed expenditures of funds allocated to the schoolthrough the Consolidated Application, by the school site council (SSC). To be legally constituted, the SSC must have a minimum of twelve (12) members at the secondary level. Itsmembership must be comprised of the following two parity groups:

GROUP #1 GROUP #2• The principal, classroom teachers and other school

personnel• Classroom, roll-carrying teachers, must comprise a

majority of persons under this group)

• Parents of pupils attending the school and/or othercommunity members

• This group must also include an equal number of studentrepresentatives selected by their peers.

Classroom Teachers(Minimum of 4)

DateElected

Length ofTerm

Parent/Communitymembers

(Minimum of 3)

DateElected

Length ofTerm

Greg Dennis 9/09 2 years Lisa Solomon 9/10 2 years

Adrian Montero 9/09 2 years Daysi Serrano 9/10 2 years

Anna Wells 9/09 2 years Carmen Espinoza 9/10 2 years

Sharon Romeo 9/10 2 years

Principal/Other Staff(Minimum of 2)

DateElected

Length ofTerm Student members

(Minimum of 3)Date

ElectedLength of

Term

Cindy Landsiedel NA NA Naomi Nunez 9/10 2 years

Juana Ornales 9/10 2 years Pricilla Garcia 9/09 2 years

Chelsea Mascareno 9/10 2 years

Total in Group #1 6 Total in Group #2 6


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ELAC Membership

Common Page 4

School: Mendez Fundamental Intermediate School School Year: 2011-12 Whenever 21 or more English Learners (EL students) are enrolled at a school site, the site has a functioningEL Advisory committee (ELAC) on programs and services for EL students that has met all of the followingrequirements: 1. Has been elected by the parents or guardians of EL Students at the school site 2. Has had the opportunity to elect at least one member to the district's EL advisory committee (DELAC) 3. Has received appropriate training and materials and training to assist members in carrying out their legal

responsibilities 4. ELAC’s legal responsibilities are to advise the principal and staff on:

a. The development of the section in the comprehensive school plan pertaining to EL students' educationb. The development of the school's needs assessmentc. Administration of the school's language censusd. Efforts to make parents aware of the importance of regular school attendance.

Members Principal Chair DELACRep

OtherMember

DateElected

Lengthof Term

Cynthia Landsiedel X [ ] [ ] [ ] NA NA

Lizbeth Lopez-Diaz [ ] [X] [ ] [ ] 9/10 1 year

Maria De Jesus Soto [ ] [ ] [ ] [X] 9/10 1 year

Leticia Velazquez [ ] [ ] [X] [ ] 9/10 1 year

Esmerelda Espinoza [ ] [ ] [ ] [X] 9/10 1 year

Maria Pompa [ ] [ ] [ ] [X] 12/10 1 year

Gary Rodriquez [ ] [ ] [ ] [X] 12/10 1 year

Elvia Vicente [ ] [ ] [ ] [X] 12/10 1 year

Andrea Earl [ ] [ ] [ ] [X] 9/10 1 year

Victoria Groskreutz [X] [ ] [ ] [ ] 9/10 1 year

[ ] [ ] [ ] [ ]

[ ] [ ] [ ] [ ]

[ ] [ ] [ ] [ ]

[ ] [ ] [ ] [ ]

[ ] [ ] [ ] [ ]


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2011-12 SPSA Program Summary

Goal I Goal II Goal IIIaVision and Standards Assessment and Accountability Reading / Language Arts

Title I 151,023.00 Title I 0.00 Title I 0.00ELAP 0.00 ELAP 0.00 ELAP 0.00EIA/LEP 0.00 EIA/LEP 0.00 EIA/LEP 0.00EIA/SCE 105,277.00 EIA/SCE 0.00 EIA/SCE 10,000.00QEIA 0.00 QEIA 0.00 QEIA 0.00ARRA 0.00 ARRA 0.00 ARRA 0.00Other 0.00 Other 0.00 Other 0.00Total 256,300.00 Total 0.00 Total 10,000.00

Goal IIIb Goal IIIc Goal IIId

Writing Across the Curriculum English LanguageDevelopment Mathematics

Title I 0.00 Title I 500.00 Title I 42,591.00ELAP 0.00 ELAP 0.00 ELAP 0.00EIA/LEP 0.00 EIA/LEP 0.00 EIA/LEP 42,591.00EIA/SCE 0.00 EIA/SCE 0.00 EIA/SCE 40,000.00QEIA 0.00 QEIA 0.00 QEIA 0.00ARRA 0.00 ARRA 0.00 ARRA 0.00Other 0.00 Other 0.00 Other 0.00Total 0.00 Total 500.00 Total 125,182.00

Goal IV Goal V Goal VIStudent Support Parent and Community Staff Development

Title I 0.00 Title I 4,500.00 Title I 0.00ELAP 0.00 ELAP 0.00 ELAP 0.00EIA/LEP 0.00 EIA/LEP 0.00 EIA/LEP 0.00EIA/SCE 10,000.00 EIA/SCE 0.00 EIA/SCE 0.00QEIA 0.00 QEIA 0.00 QEIA 0.00ARRA 0.00 ARRA 0.00 ARRA 0.00Other 0.00 Other 0.00 Other 0.00Total 10,000.00 Total 4,500.00 Total 0.00

Goal VII All GoalsQEIA Total Expenditures

Title I 0.00 Title I 198,614.00ELAP 0.00 ELAP 0.00EIA/LEP 0.00 EIA/LEP 42,591.00EIA/SCE 0.00 EIA/SCE 165,277.00


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QEIA 0.00 QEIA 0.00ARRA 0.00 ARRA 0.00Other 0.00 Other 0.00Total 0.00 Total 406,482.00


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Documents

The Single Plan for Student Achievement...Santa Ana Unified School District Single Plan for Student Achievement 2011-12 Mendez Fundamental Intermediate School Superintendent Jane A